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SEAT WORK FORj) 
m PRIMARY GRADES 



NAN L. MILDREN 

PRIMARY SUPERVISOR »' 
CAROLINE AND TALBOT 
COUNTIES, MARYLAND 




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SEPTEMBER 1, 1909 



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COPYRIGHT DEPOSIT. 



SEAT WORK FORo 
PRIMARY GRADES 



NAN L. MILDREN 

PRIMARY SUPERVISOR of 
CAROLINE AND TALBOT 
COUNTIES, MARYLAND 



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COPYRIGHT, 1909 
BY NAN L. MILDREN 



SEPTEMBER 1, 1909 



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SEAT WORK. 

VALUE OF SEAT WORK. 

As children spend the greater part of the school day at their 
seats (especially true of the child in the country school) and as 
activity is the strongest factor in the life and growth of the normal 
child, it is vitally true that: — 

The problem of suitable and profitable occupation for young 
children, while not reciting, is one most important and fundamental 
in the Primary School. 

Upon this problem rests: — 

(a) A happier, a more helpful, a more active school life. 

( b ) The development of power to see and to do. 

(c) The strengthening of right habits. 

(d) The addition of knowledge. 
{e ) The fixing of facts. 

(/) A better solving of the question of discipline, for — system 
and seat work make "discipline" look pale, 

ig) Growth in every sense of the word growth. 

Activity means life! It is the strongest factor in child life. 
It is an essential factor in growth ! 

Activity well directed means life and growth — physically, men- 
tally, morally. 

To be able to efficiently do means mastery. 

To be kept busy is a demand of the child's nature. 

To keep him busy in a way which tells for the good of the child 
and the good of the school is the problem facing the Primary teacher. 

Not to be kept busy along lines of right activity for the best 
interests of the school means that: — 

He will keep himself busy along other lines not helpful. 

He will become listless, uninterested, stupid. 

He will take relief in blessed sleep — "Nature's sweet restorer." 
This last — the safest of the three, for — Blessed be the man who 
invented sleep, as well as "dreams," for these helpless little ones 
burdened with— ' 'Nothing to do. ' ' 

The teacher who does not keep him busy along right lines: — 

(a) Should expect her whole day to go wrong. 

( b ) Should not expect growth or good results in either work 
or discipline. 

( c ) Should not wonder why she is so worn and tired at close of 
day. 

{d) Should expect to grow old before her time. 

(e) Should expect to "hate teaching and children." 
Seat work tests knowledge and skill: — 

When you present lesson: — 

You think he understands; he says he understands. 



Put him down to actual doing; it will prove itself. 

In doing he is placed in critical position; he must work out his 
own salvation. Such positions make him better able to 
meet life. 

Seat work opens up new thought: — 

In actual "doing" many new avenues open to his delighted eye. 

He makes application of new thought, in various ways, along 
lines of expression. 

Plan for recitation and occupation: — 

(a) Recitation:— Teacher presents with objects — "Two and 
two are four." 

(6) Occupation at seat: — Children form all over top of desks 
with objects (com, lentils etc.) — "Two and two are four." 

(c) Result: — Repetition makes fact all the clearer. The fact 
becomes fixed. The child grows in power to do from doing. 

Seat work must he enjoyable if attention and interest are to be 
held. 

Seat work is enjmjable if systematically planned in regard to 
purpose, method of handling, and results; and, if interest and ability 
of the child have been taken into consideration. 

Enjoyable seat work: — 

(a) Makes children think. Children like to think — if allowed. 

(6) It is neither too easy or beyond their grasp. 

(c) It has to the child some definite purpose, some definite 
result. 

(d) It is closely associated with other work and interests of 
the school. 

(e) It is varied. 

(/) It gives time for freedom of thought and action on part 
of children — it means initiative. 

Attitude of the Successful Teacher. 

She appreciates the value of seat occupation. 

She understands the fundamental educational principles. 

She understands child life and child needs. 

She is willing to give some time outside of school hours to col- 
lecting and preparing various forms of material for the work. She 
must make thoughtful provision for the active needs of children. 

She is willing to make out and plan as careful a schedule for 
the day's work at seats as the day's recitation. This is essential! 

She keeps before her definite purpose, definite method, definite 
result in the preparation of each day's work. 

She makes sure that the work is purposeful. 

She plans it as a help to the work of the day, a I'eview and 
drill on something done, or a preparation for something to be taught. 

She is sure it is of interest to the child, that it gives clearer 
vision and power to execute. 



She gives clear, definite, concise directions for its being done. 
She directs as well as assigns. 

She does not ask for more than can be done in the time. 
She makes the children feel that her quick, careful eye will 
see all work. 

She has system in keeping, distributing and collecting work. 
She makes her presence felt in study period as well as recitation. 

Collection of Material by Teacher. 

It is said that the successful Priamary teacher makes use of 
everything, no matter how small or how poor. She uses everything 
from a scrap of paper or a bit of cord to the most valuable picture 
or costly book; and and she uses them all to good advantage. She 
walks through this life with both eyes and ears open, — always awake, 
always on the alert. 

She collects during the summer months; in the long winter even- 
ings; during her time of reading, sight seeing, resting — in fact, — 
all the time. 

During the summer months she has found a good time, for then, 
free from strain and hurry, she can more leisurely collect. And, 
just as the good house wife, at the close of the season, views with 
a feeling of satisfaction her well filled shelves of labelled jellies 
and pickle so can the far sighted teacher view with more than satis- 
faction her efforts of the summer's gleaning. 

A little can be done each evening and at spare moments — golden 
m,oments, which might otherwise be lost. 

She collects as she goes along; stores away for rainy days or 
days given to its preparation for use. 

She asks her relatives, friends and neighbors to collect for her. 
They, flattered at being asked, prove of great service. 

She asks the ever anxious children to collect. 

This asking of others she need not mind, for although they are 
helping her, she, in turn, is doubly helping them to be more observ- 
ing, more thoughtful, more awake to the interests of the Public 
School. 

She says she has not time to collect and prepare this material? 
It is not that she does not liave time but that she does not know 
how to use time to the best advantage. Five minutes taken in 
planning and preparing this work will save many hours wasted in 
correcting bad habits. 

It pays to have a collection of seat work! 

Supervision of Teacher. 

The teacher's presence and supervision is felt in the seat work 
just the same as in the recitation, but here the child is working out 
his own problem, dependent upon self activity. 

The teacher has planned this seat occupation with as much care 
as she has planned the recitation. 

5 



Her directions are definite, clearly given, concise. 

Her watchful eye is over all and is to see all work asked. 

Every child is being held to his best effort. 

In the country school where classes are many and time is limited, 
a large boy or girl can be trained to supervise, distribute and collect 
the seat work of the younger children. The child chosen for this 
must be reliable and must be one with whose work this will not 
interfere. This would be most helpful to one planning to teach. This 
same pupil is held responsible for care, passing and collecting of 
pencils, paper and all seat work supplies. 

A pupil or pupils may assist, but all directions are given by the 
teacher, and the teacher's quick eye always sees all work, if only 
a glance be given. 

To put forth best efforts children must feel the all pervadin 
power of the teacher behind all things. 

Distribution and Collection of Materials. 

Here again a strong plea for system ! 

Decide early upon the best plan for your condition in the distri- 
bution and collection of materials. Have it understood from the 
beginning that this is the way you will do things. Children then 
know what to expect, and, if they see you are a person with a good 
plan, thoroughly capable of carrying it through, they will almost 
unconsciously conform to all good things set in action. 

As said before, the teacher may have a child or children as 
helpers with the handling of materials and seat work of primary 
children. This is especially needed in the country school. 

This plan in regard to "helpers" suggested itself to me and I 
have found it to work well in my condition. It might not in another, 
then invent a better to meet your needs: — The children at the end 
of each month, chose by vote, name on slip of paper, the helper and 
the assistant helper for coming month. If considered a wise choice 
by teacher, these children were then considered the helper and the 
assistant. A short after school meeting is at once held by the 
teacher for the object of preparing these two for their work. At 
this meeting, a definite plan for the passing, collecting and care of 
all things is given, and they are shown what is expected in the way 
of supervision and help with the seat work of younger children. 

Several meetings of this kind are held until children become 
familiar with the handling of different forms of work. After a 
time, these meetings will number few, only held when some new 
form of seat work is to be used. 

The helper and assistant helper (if needed) may be chosen 
directly by the teacher for a month or for any given time. This, 
in your condition, may be the better plan. 

These helpers are only kept as helpers as long as they prove 
worthy of the trust. 



These helpers collect and pass wraps, papers, seat work ma- 
terial of all kinds, they pass, care for and collect pencils; they over- 
look the seat work of children and lend assistance where needed; 
they are responsible for a watchful eye over the little ones on the 
play ground (not to lose their exercise but to simply keep a watchful 
eye over these little ones,) they suggest games and help play them 
they tell stories and show children how to dramatize stories. All 
this the teacher has brought out at the meetings with them. She 
has suggested books where they may find stories (incentive to good 
reading for them. ) She has shown them how to handle for dramati- 
zation She has shown them games and how to play them. 

In overlooking and helping with seat work, the helper does this, 
unless she is not through with her own work, then her assistant 
takes her place. In other words, which ever finishes her own work 
first overlooks the work of the Httle ones. But it is understood by 
the children that the keen eye of the teacher will also see their work. 
In passing and collecting wraps, the helper attends to the boys, 
her assistant to the girls. They know without being told by watch- 
ing teacher and being able to tell time (if clock is where it can be 
seen) when to do this. 

The watchful eye of the teacher sees all. 

In passing and collecting material of any kind have it under- 
stood from the beginning that they are supposed to go down one 
side of desks in distributing and other side in collecting. 

The helper distributes and collects pencils starting at one side 
of room, the assistant starts at other side with paper. Not more 
than two children on floor at same time. 

Each child takes from the numbered hole his pencil m morning. 
Each child places his pencil in the numbered hole at close of day. 
Paper may be passed in this way :-The one passing places a little 
pile of the kind needed on front desk of each row. Each child takes 
a piece and passes back. The child in the last seat m each row 
brings any pieces not needed to the one helping or the one helping 
collects extra pieces from the last desk in each row. 
The watchful etje of the teacher is over this. 
Papers may be collected in this way:-Beginning with child in 
last seat of each row papers are passed forward, the children in the 
front desk in each row bring to the one helping, or the one helping 
collects from the front desk of each row. 

The watchful eye of the teacher is over this. 
Seat work material needed, placed by the helper at each desk, 
and collected by the assistant helper at close of each session or at 
recess, and put carefully away each in the right place. 
The watchful eye of the teacher sees that this is done. 
The teacher gives all directions for work also does all placing 

""^ 'rWsTssTstaS'does not mean that the teacher is relieved of 
any real responsibility, her all prevading spirit is everywhere 
above, over and under everything 



Keeping Material. 

"A place for everything and everything in its place." 

The teacher who systematically keeps her work the same as 
she systematically collects, prepares, and plans is the teacher who 
saves time and energy, who enjoys her work; whose school room is 
always in good order and not just occasionally so. 

Children imitate so closely in these early years, they are so 
plastic that it behoves the teacher to impress by her life and action 
lessons of neatness and order. 

The teacher who keeps the untidy desk may expect to see the 
children's desks in like condition. 

The teacher who is slovenly in appearance cannot conscientiously 
ask children to be neat in person and dress. 

The teacher who does careless writing on the boards will soon 
find the same condition existing on the papers of her pupils. 

A good sized closet of some sort is very necessary in the country 
school, or some place for keeping materials to take the place of it. 

If there is not one a part of the school or belonging to the 
school, then as soon as possible raise enough money to buy one or 
have some one in the community make one. Large boys in school 
who are handy with tools could construct a fair closet for keeping 
things. 

If impossible to have a closet then have shelves. These shelves 
protected in some way from dust. 

Some ingenious teachers have taken large store boxes, placed 
one on top of the other, tacked a curtain to take the place of a door, 
and have in this way constructed something to take the place of the 
needed closet. This "home made" closet covered with a desirable 
shade of plain wall paper and having shelves of boards cut to fit is 
not such an unattractive adjunct as one would suppose, and its use- 
fulness well repays for the trouble taken in construction. 

Store boxes may also be made into chests for keeping things. 
Some of the teachers in country schools have done this. 

Clean pieces of white paper, cut just the right size and changed 
as soon as soiled, placed on the shelves gives a neat appearance. 
This paper can be bought for little money at a printers. 

All text books and library books (if kept in this closet) should 
be neatly arranged. (A) Text books arranged in piles or standing; 
new books according to grades by themselves, fair condition books 
by themselves, poor condition books by themselves. (B) Library 
books standing with some degree of neatness according to size and 
subject treated, as books on history not scattered, books of fiction 
kept where always know where to place hand. These library books 
should be numbered and kept according to some good system. 

All paper for use of children is cut in sizes desired and neatly 
kept in different piles. 

8 



All pencils can be kept in one place and all in good condi- 
tion by some device of this kind: — (A) Have one or two shoe boxes 
with holes punched and numbered (as many holes as pupils.) Pupils 
have numbers corresponding to numbers of holes. Every night 
every child's pencil is in its right place. Every night the teacher 
or an older pupil sees that they are in good condition, and puts them 
so, if not. Every morning they are in place and in good order for 
work. Flat wooden receivers can be bought or made (by janitor or 
older pupils) to take place of these boxes. 

(B) Ten cents brought at beginning of year will furnish child 
with his supply of pencils for the year. This has been found true 
where the Dixon or Eagle pencils have been used in First Grade, 
and have been kept in school as suggested, instead of taken home. 
Two of these pencils a year, handled carefully, will last most chil- 
dren. If this is presented to the parent clearly there are few 
parents who will refuse the ten cents for they will see that it is 
economy far in advance of the usual way. The matter of economy 
appeals to most parents. The Dixon pencil No. 308 is good for 
Primary grades. Eagle Pencil Co. gives a nice variety. 

The teacher can buy the pencils in bulk and sell to the children 
at different times as needed. If they each bring ten cents at be- 
ginning, then from her supply, she replenishes as needed. 

Have one place for keeping these large pencil boxes and always 
keep them in that place. 

Many small things like shoe pegs, corn etc., are kept in indi- 
vidual spool boxes, then these boxes collected and packed in shoe 
boxes. These shoe boxes in turn having their special place on one 
of the shelves. 

These spool boxes (two, three or four) may be kept in child's 
desk, but better to keep only two forms of seat work there at a time. 

In one box child may have corn or pegs; in another, letter- 
builders; in another, number builders; in another, scissors, paste, 
crayon etc. 

Let child always have at desk two forms of set work, one cor- 
related with lesson and one of special interest to him in way of 
being attractive — one plain food, one dessert. 

(A) Plain food: — After the reading lesson, let him take word 
builders and match words. 

(B) Desert: — If he finishes matching words before teacher is 
ready for recitation, he weaves a mat, sews or colors pictures. 

Many small things like sentence builders for stories etc., may 
be kept in envelopes and these envelopes in turn packed in shoe 
boxes. These boxes having their special place on shelf. 

Corn, lentils, seeds etc. , when not kept in individual spool boxes 
are kept in shoe boxes and given to children by the one passing 
(each child receiving a handful.) 

Mats for weaving, cards for tracing and drawing can be kept 
neatly in boxes or between card board covers (covers of large tablets 
or drawing books may be used.) 



Pictures helpful in work and collected from many sources can 
be kept in covers made of card-board, and each cover marked as— 
Christmas Picutres, Easter Pictures, Holland Pictures, etc. 

Have models and other objects kept neatly, either in boxes or 
arranged on shelves. 

See that all forms of seat work are neatly kept and carefully 
labelled so that when shoe pegs are wanted shoe pegs are found at 
once without loss of time and energy of looking through boxes, just 
as the good house- wife, when she wants currant jelly, sees at a 
glance the label "currant" and knows she is right without loss of 
time testing in the light numerous others, and then, perhaps failing. 

Occasionally put up the best seat work papers of the child. 
Accept only the best effort of each child. Compare his work from 
time to time with his own effort not with the results of some other 
child. 

Booklets may be made by the child at his hand work period. 
In these booklets may be kept his written composition, a result of 
oral composition. A booklet a month means nine or ten at the close 
of the year. 

Work should be done on neat uniform papers. 

Keeping of work means:— (A) A spur and incentive to children 
to do work worth keeping. (Saving this from year to year they 
notice their own advancement.) (B) That parents can see in 
tangible form what is really being done by their children. They 
often express themselves as pleasantly surprised. 

His work may be placed in a certain part of the room intended 
and arranged for the keeping of such. 

Motto repeated:— "A place for everything and everything in its 
place." 

Things to Collect. 
(A) No Expense:— 

Empty spools. String these and use for counting. 

Corn-Cobs. Enough to string across room. Every fifth one 
red. Use for counting. (Device of good old colored teacher of 
Frederick, County.) 

Spool boxes. Each child three or four for keeping material. 

Colored wrapping paper (used in stores.) Cut and kept in piles. 

Plain white paper (used in stores and printing office.) Cut and 
keep in piles. 

Stiff wrapping paper and card board. Cut and kept in piles. 

Egg boxes. Used for keeping seat work material. 

Generous supply of shelled corn. Keep in shoe box or indi- 
vidual boxes. 

Sun flower seed. Keep same as com. 

Milk weed seed. Keep same as corn. 

Pumpkin and watermelon seed. Keep same as com. 

Different colored twines. Cut different lengths. 

10 



Diflferent colored cord. Cut different lengths. 

Different colored yarns. Cut different lengths. 

Cord from candy boxes. 

Meat scures of wood. Also taffy sticks. 

Cut splints like tooth picks. 

Narrow strips of card board like splints. 

Old matches. Cut away dark part. 

Pressed leaves, wild flowers, ferns. 

Old Educational Journals. Use pictures, stories, poems etc. 

Magazines of different kinds. 

Old newspapers. Keep large print columns and advertisements. 

Flower, Vegetable, Fruit, Tree, Poultry, Catalogs. 

Farmers' Magazines of different kinds. 

Children's picture books. 

Children's story books. 

Old school books not in use. 

Maps, books and circulars given away by Railway Companies. 

Cards and pictures given away by Tea Companies and Singer 
Machine Company. 

Any books of views worth while. Helpful in Geography, 
History, Language, Reading. 

Papers from fruit cans having on pictures of fruit. 

An unused kitchen table. Cut legs and use for number table. 

Croquet ball (sphere.) Cut broom handle (cylinder.) Block 
(cube.) 

Objects from home like plinths and prisms. 

Large boy with tool box can make models. 

Teacher or larger pupils make models from card board. 

Piece of glass hanging from old fashioned lamp (spectrum 
colors.) 

A shoe box full of tiny squares all same size cut from tag board 
and having on all letters of alphabet both capital and small. 

A shoe box full of tiny squares, all the same size, having on 
figures and signs. 

A shoe box full of oblongs having on words in the use of child 
and gathered from other lessons especially reading. 

A box full of tiny squares composed of letters (sounds) and 
sound groups as — ing, ight, at, ike, ate etc. 

A box of card board forms, as— small circles, squares, oblongs, 
triangles etc., stocking forms, stars, leaves, flags etc. 

A number of home made drawing cards, tracing cards, sewing 
cards. 

A dozen or two of home made mats and strips to lace. 

A number of homes-made language cards. 

A number of cards having on combinations and problems in 
arithmetic. 

A number of stories mounted on card board. 

Pictures mounted on card board. 

11 



A number of written short stories, gems, maxims appropriate 
for different months mounted on tag board (card board.) 

(B) Small Expense: — 

Pegs for counters, per box $ . 15c 

1000 sticks assorted lengths (1 in. to 5 in) 25c 

100 slats (10 in. long) 15c 

100 lentils (colors) 30c 

100 enlarged sticks (1 in. long) 10c 

1000 colored squares, assorted colors 15c 

Paper squares for folding (4x4), per package 12c 

100 paper strips for lacing, per package 15c 

25 mats for weaving 15c 

100 assorted sewing cards 12c 

Ward sentence builders, per box 15c 

Picture sentence builder, per box 25c 

Phonetic sentence builders, per box 15c 

Word making tablets (letters) , per box 25c 

Number builders, per box 12c 

Table builders, per box 12c 

"Dushane's figure cards," per box 25c 

Language cards, per box 25c 

"Fitch number cards." (36 cards) 35c 

Toy money, per box 25c 

Sectional animals and birds 15c 

Combination stencils (18 cards) . 25c 

Geography stencil maps 25c 

' 'Johnson poster patterns, ' ' (5x6) . . 

Animal set 10c 

Bird set 10c 

Flower and fruit set 10c 

Clock dials from 12c to 1.25c 

Drawing cards, per box 15c 

Primary colored stencils, per box 10c 

Waxed crayon, per box 10c 

Latshaw rulers, per gross ^ 1.50c 

Tag board (making seat work.) Send for samples 

Cover paper (mounting pictures. ) Send for samples 

Perry pictures, Maladen, Mass. Send for catalog 

Brown pictures 

Little Classics, Ed. Publishing Co 05c 

Little Journeys, Flanagan Co 15c 

Books of animals and birds 25c 

Instructive post cards 01c to . 10c 

Children's books of stories 10c to .25c 

Uses of Materials Collected and Made. 

In the following the thought and needs of the country school 
have been chiefly considered. 

12 



1. Colored paper (cut in different forms and sizes) :— Use for teach- 
ing form, designing, mounting. Use for folding, cutting and 
teaching fractions. 

2. Plain white paper:— Beginners use for writing and number. 
Other grades use for number. All grades use for cutting. 

3. Stiff paper and card board:— Used for mounting things for use 
of children. Used by children in mounting things. Used in 
making forms of seat work. 

-4. Seeds (sunflower, melon, milkweed, lentils, split-peas, corn) :— 
Children assort according to shape, size, color. They use in 
making designs and borders. They count and string by I's, 2's, 
3's, 4's etc. They use for placing around words and sentences 
written on paper. They use for laying words and sentences 
like those on the board, those they remember, sentences they 
make up. They use for laying "famihes" of words. They use 
for laying forms like those on board or those on cards. 
They use in making groups of 2's, 3's, 4's or 5's on top of desk. 
In making groups and placing figures under, in building com- 
binations, in laying tables. 

5. Colored strings, cords, twines, and yarns:— Assort in piles ac- 
cording to color; length; certain number in each pile; in bundles 
of ten (used same as tooth picks in teaching units and tens.) 

6. Meat scares, tooth picks, sticks, cut splints, narrow card board 
strips, old matches, tajffy sticks:-Vsed for building forms and 
design on desk. Used for counting, and for making bundles of 
tens. 

7. Pressed leaves, wild flowers, ferns:— Used for tracing and draw- 
ing. Used for mounting and writing names. Used for tracing, 
drawing and mounting and writing sentences about. Used for 
making bookets of leaves or flowers. 

8. Educational Journals:— Teacher cut pictures and mount on card 
board for children to trace, draw or write about. Teacher cut 
stories in large print to use for supplemental reading (Paste on 
card board.) Teacher collect monthly poems in a composition 
book kept for such. Teacher collect all problems in arithmetic 
intended for different grades keep in a book intended for such 
(A great help with outside or extra problems.) Gather infor- 
mation concerning different holidays collect under different days 
(names of holidays.) 

9. Flower Catalog (sent out by florists) :— Teacher cut and mount 
flowers on tag board squares with name written under. Chil- 
dren trace flower, write name; draw flower, write name. Chil- 
dren draw flower, write name, and five describing words; do as 
done and make sentences using words. Children draw flower 
and write names of five more flowers. Children draw flower, 
tell color, write names of flowers having different colors; tell 

13 



in sentences. Write names of all flowers having sweet odors. 
Write names of flowers liked best, tell color and why they are 
liked best. Design and mount these cut pictures. First grade 
children arrange and make scrap book. 

10. Vegetable Catalog: — Teacher cuts and mounts just as done with 
flowers. Children trace, draw and write names as done with 
flowers. Describe in sentences the vegetables as seen; when 
tasted. Tell in sentences how and when planted and how they 
grow. Tell how prepared and how used. Draw pictures of these 
and other vegetables, write names. Picture and write names 

of vegetables you like best. Write an original story of a ' 'po- 
tato" etc. Tell shape of a vegetable and name others like it 
in shape; tell color and name others like it in color. Name and 
write names of vegetables in your garden; write names of those 
you have seen at stores. Name vegetables growing in sandy 
soil. Write five words telling how different vegetables taste 
to you. Name five vegetables and tell when seen in market. 
Which vegetables are most used and why. Write all different 
ways in which vegetables are used. Which vegetables grow 
high, which close to the ground. Write names of vegetables 
growing in your county. 

11. Tree and Fruit Catalog: — Teacher cuts and mounts just as done 
with flowers and vegetables. Children, draw, trace and write 
names. Draw tree and write three things about. Draw tree 
and describe. Draw tree write name, draw three others and 
write names. Draw tree, write name and tell parts. Draw 
different trees you saw on way to school, write names. Draw 
fruit trees, write names; draw and tell uses. Draw shade trees, 
write names; draw and tell uses. Write sentences telling how 
trees can be protected. Draw three trees of different shapes, 
write names. Name parts of tree in sentences and tell what use 
parts are to tree. Write sentences telling how wood of tree is 
used. Write name of tree you like best and write sentences 
telling why. Write names of all trees around school house. 
Write names of trees known in history. Write names of trees 
spoken of in poetry (a number in "Hiawatha.") Write names 
of all gems or poems speaking about trees. Trace and draw 
fruit, write names and write sentences about just as about 
flowers and vegetables. Place those of one shape together, 
write names. Place those of diffierent shapes together, write 
names. Place those of same color together, write names. Place 
those of different colors together, write names. 

12. Cattle Catalog (farm catalog) : — Teacher cuts and mounts on 
tag board just as done with other pictures from catalogs. 
Children trace, draw and write name just as done with other 
things used. Trace, draw, write name and tell three things 
animal can do. Children draw, write name and describe. Draw, 

14 



write name and tell uses. If teacher has written words around 
picture, then have children write story from picture; write de- 
scription of picture. Draw, write name, tell foods he eats. 
Draw, write name, tell how to care for him. Draw, cut, and 
write names of other animals. Write names of domestic animals. 
Write names of wild animals. Write names of wild animals of 
this country; of other countries. Name animals whose flesh we 
use for food. Name parts of animals used for making clothing, 
and other articles. Draw, and write names of all different ani- 
mals you know. Poultry and other farm catalogs can be used 
the same way. Cut large print part of catalogs into strips or 
columns, let children use for putting rings with pencils around 
words known. Let them hunt words having a common element 
and place rings around. Children are given these catalogs to 
color and cut themselves (First Grade.) 

13. Raihvay Catalogs:— Children cut pictures and used as other 
pictures are used. Use pictures for making books in Geography, 
imaginary trips; making books in history. Use map (found in 
these books) for mounting on card board and putting in produc- 
tions (pictures) or small samples as— cotton etc. Paste on these 
maps in right place pictures of vegetables or things on break- 
fast table, found in this part of country. Flour and salt maps 
can be made— two-thirds flour, one-third salt, just enough water 
to make a paste. Most suggestions given under this are good 
for higher grades. Guide books to different cities:— Cut 
pictures, use for Geography, History and Language (composi 
tion) in higher grades. 

U. Cards and Pictures:— Color, cut, mount and write sentences 
about. 

15. Pegs:— Lay form with pegs (square, circle, etc.,) draw forms. 
Place pegs around written name (child's,) lay name from mem- 
ory. Place pegs around letters and figures, lay letters and 
figures. Place pegs around written words, lay words. Place 
pegs around sentences, lay sentences. Lay sentences you make. 
Build lines (vertical, horizontal, oblique) with pegs 1 in. long; 
2 in. long; 4 in. long etc. Build lines twice as long as others. 
Build Hnes one half as long as others. Lay different angles 
(right, acute, obtuse.) Lay squares, triangles, oblongs etc. Lay 
one form (square) then one twice as large, three times as large 
etc. Lay one form and then one one-half as large etc. Make 
designs using lines; angles; forms. Make designs using combi- 
nations of these. Make borders of lines; angles; form. Make 
borders using combinations of these. Lay designs and borders 
and then draw. Assort pegs in piles of different colors ; different 
number in a pile etc. Cover top of desk with groups of 2's after 
handling "Two" in recitation; then turn each pile (2 pegs) into 
an angle of some kind. Cover desk with groups S's after hand- 

15 



ling "Three;" then turn each pile into a triangle. Cover desk 
with groups of 4's after handling "Four;" then turn each group 
into a square. Cover desk with groups of 5's after handling 
"Five;" then turn each group into a pentagon etc. After 
counting by I's to 5 in class, then count piles of 5 all over desk. 
After counting by I's to 6 in class, then count piles of 6 all over 
top of desk. This can be continued after each lesson in count- 
ing. Place piles of three pegs over top of desk, place tiny square 
having on figure three under each pile. Place piles of four pegs, 
place under figure four. Place piles of five pegs, place under 
figure five. This can be continued. Place piles in groups to ten, 
place under figure 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Make dominoes 
of pegs, place lentils for dots. Lay pegs in lines of given length 
(by measure.) Lay pegs in lines of given length (by eye.) 
Lay squares of one color and diameters of another. Lay squares 
of one color and diagonals of another. Lay oblongs, circles, 
triangle etc. Make triangle with pegs and put three pegs in- 
side. Make square with pegs and put four pegs inside. Make 
a pentagon with pegs and put five pegs inside. Have children 
make what they like — ladder, chairs, hats etc. 

16. Word Builders (small cards having on letters): — These are 
script. It is good to have printed ones, and script, also. Lay 
new word from board all over desk; lay it from memory over 
desk. Lay new word a number of times and then write it. 
Lay words like those on board, then write words. Lay all words 
you can remember, then write words. Lay words like those in 
the book. Lay all words you can find in book beginning with 
certain letters; all words ending with certain letters. Lay all 
words remembered beginning with certain letters; all words 
remembered ending with certain letters. Lay sentences like 
those on the board. Lay sentences like those remembered. 
Lay sentences from memory. Lay original sentences. Lay 
families of words on desk as — ate, ook, ike or an families (any 
others;) write this family. Build a family then lay sentences 
using words. Lay script and printed sentence. 

17. Sentence Builders (words written on oblongs) : — These should be 
both written and print. Place down one side of desk the words 
known, down the other side the words not known. Children 
build sentences like those on board; like those in book. Chil- 
dren build sentences from memory or make original sentences. 
Children lay script sentence, lay printed under it. Children 
match words like those on board; put in columns all the words 
alike. After building sentences like those on board, then write 
the sentences from board. 

18. Family Builders (small squares having on letters and others 
having on groups of letters) : — Lay words to make families like 
one on board. Lay words to make families like those on board. 

16 



Lay families of words like those in book. Lay families from 
memory. Lay sentences using any of these families of words; 
sentences like those on board; like those in book; from memory; 
make original. 

19. Number Builders (small squares having on figures and signs) : — 
Count by ones to yourself and lay the right figure each time as 
you count. Count by twos and lay the right figure each time 
as you count. This continued with other counting. Place a 
group of pegs and lay under group the figure standing for group. 
Lay number combinations like those on board, find answer and 
lay. Lay number combinations like those on cards and lay 
answers. Make certain groups of number combinations as com- 
binations of six and lay answers. Lay combinations from mem- 
ory and lay answers. Lay all combinations as far as you can 
beginning with "one and one are two" and lay answers. Lay 
addition table from chart and lay answer. Lay subtraction 
table and lay answers. Lay multiplication table with pegs then 
lay both ways with figures. Lay division tables. After laying 
any of above with "number builders" then write the same on 
paper. 

20. Card Board Forms (squares, circles, oblongs, triangles etc.) : — 
A good supply of each form, so that each child may have a 
square when using squares etc. These forms afford a wealth of 
seat work for the First Grade child. They teach form. Given 
card board square, the child traces squares until he fills his 
paper, he places in each the new word learned. (This gives him 
idea of form and impresses form of new words.) He traces 
squares on paper and puts in each the new number group. He 
traces squares and places in each any figure. He traces squares 
and places inside each a number group with figure under. He 
traces squares and places diameters; diagonals. He traces 
squares and divides each in halves (oblongs) and colors one-half. 
He traces squares and divides each in halves (triangles) and 
colors one-half. He divides squares in fourths, thirds, sixths, 
eighths etc. according to Grade of child. He colors any number 
asked but begins by coloring one of each division as one-fourth 
or one sixth etc. He traces squares and makes designs. He 
traces squares and forms borders. He draws pictures of objects 
like the square, as a window, a play-house etc. I f given a 
number of different forms, he assorts according to size, accord- 
ing to shape, according to angles, according to number of sides. 
Most of what has been suggested for the square can be done 
with other forms. The oblong can also be used for domino work. 
Using several forms, he can make especially attractive designs 
and borders. 

21. Domino Card: — He traces around small oblong, filling paper. 
He makes domino like one on board (number combination to be 

17 



impressed.) He makes domino like two or three or more on 
board (hard number combinations.) He makes set of domino 
cards like cards used for drill. He makes figure story under 
domino card. He makes domino cards for all combinations of 
six or eight or any number given. He makes from memory 
the dominoes and writes figures showing combination under each. 
He fills in domino card when just one number of combination 
and result are given. He fills in domino card when just the 
result is given. 
Forms (card board) appropriate for month (Used for tracing around 
and for filling with new words; words known; number stories 
etc.) : — 

September forms — Apple, other fruits, playthings. 
October forms — Seed cases, leaves, canoes, wigwams etc. 
November forms — Leaves, vegetables, fruits, turkey, Mayflower. 
December forms — Evergreen trees, stars, stockings etc. 
January forms — Stars, snow-crystals, seal, dog, polar bear. 
February forms — Soldier hat, shields, flags etc. 
March forms — Kites, windmills, cows, robin. 
April forms — Birds, garden tools, farm tools etc. 
May forms — Birds, flowers, trees, nests, flags, shields etc. 
These little card board forms are drawn around just as the small 
squares, circles, oblongs etc., were used for tracing. 

22. Old Newspapers: — Cut columns of large print. Children in 
First and Second Grades, place rings with pencil around words 
known; words like other words; as many times as one certain 
word is found; words of one syllable; words of two syllables 
etc.; words beginning with certain letters; words ending with 
certain letters; phrases; certain groups of words etc. Cut 
advertisement sheets also have children bring. Use for mak- 
ing original problems in Third Grade. State under "original 
problems" for Third Grade. 

23. Old School Books (Not used in school or not in use) : — Children 
use at seats for reading when other work is finished. They may 
be cut by teacher into stories, these stories pasted on card board 
and children use at seats to prepare for class reading. They 
may be cut into separate words, these words pasted on pieces 
of card board and used as suggested under "sentence builders. " 

2i. Language Card: — Children copy sentences and fill in as card 
suggests. Children copy, then make original similiar. 

25. Cards having on other work: — Copy, work problems or do what 
subject calls for. Pictures mounted on card board:— Picture 
mounted with name under. Children trace or draw picture and 
write name. Use same picture and word or sentance builders. 
Match word found on picture or words. Let them see how many 
times they can find same name in readers. As many times as 
found, write. More found under subject "Pictures." 

18 



26. Minerals (Samples, with pasted slip of paper having on name 
of mineral) : — Children look at mineral and copy name. Copy 
three things found out from feeling mineral. Copy three things 
found out from looking at mineral. Write names of different 
minerals looking at name on collection. Write names from look- 
ing at mineral. Write names then write sentences telling their 
uses. Write names and tell in sentences where found. Write 
names and tell in sentences why considered so valuable. 

27. Soils (Collect in boxes or bottles and paste name of each on box 
or bottle) : — Children copy names from written slip. Look at 
soil and write names. Write sentences telling things grown in 
different soils. Seat work suggested for "Minerals" can be 
used with this (soils.) 

28. Leaves of different trees (Fress these and kee-p. Some few sug- 
gestions have been given) :— Keep for making border for room 
or boards. Use for mounting in books. Use for mounting in 
design or border. Children trace them and draw them. Teacher 
mounts them on tag board cards and writes name under. Chil- 
dren draw certain one and write name. Draw different ones 
and write names. Draw different ones and write names of parts. 
Draw leaves of like shapes and write names. Draw leaves hav- 
ing cut margins. Draw leaves unlike in shape. Draw leaves 
showing different veinings. A collection of ferns, different 
garsses and grains can be used in like manner. 

29. Flowers (Fresh flowers in season or pressed) : — Write names of 
Spring flowers. Write names of Fall flowers. Write names of 
different colors. Write name of wild flowers. Write names of 
garden flowers. Write names of flowers of warm countries. 
Tell story of plant from seed to flower in sentences. Name 
five flowers and tell where they grow best. Name soils in 
which they grow best. Name three wild flowers and picture 
places you have seen them growing. Write names of all blue 
flowers you know; yellow flowers; red flowers etc. Write names 
of all sweet smelling flowers. Write names of flowers first in 
Spring; last in Fall. Name parts of plant and uses. Write 
how Mr. Bee cares for flowers. 

30. Birds (Children are taught to observe birds. Mounted pictures 
may also be used) : — Children write names of birds from boards; 
from chart or slips. Picture or cut birds, write names. Write 
names of birds seen this month; other months. Write names 
of colors of a certain bird. Write where you have seen different 
birds. Write what you have seen them doing. Write senten- 
ces telling about bird homes. Write sentences telling their 
uses; their food etc. Write name of bird you like best and 
describe him. Write a description of a bird from a picture; 
write a description from memory. 

19 



31. Trees (Some found about trees on other pages) :— Write name 
of trees around your home; around your school house. Write 
names of trees from board; from slips or cards. Picture or cut 
a tree and write name. Picture a tree and write a description. 
Write telling uses of trees. Which tree do you like most and 
why? 

32. Paper Folding (after some few dictated lessons, then use for 
seat-work): — Fold paper, by measure, in folds one inch apart; 
fold one inch apart by judging. Fold squares and oblongs on 
diameters. Fold squares and oblongs on diameters and diag- 
onals. Fold circles on diameters. Fold forms and make designs, 
and borders. Fold from memory forms used as class work. 
Fold and cut strips of paper; divide into halves, fourths etc. 
Fold and cut forms in halves, fourths etc. Fold and cut cabins, 
beds, chairs, cradles, wagons, shirt waist boxes, hat boxes etc. 
Fold, cut and make designs and borders. 

Few suggested folds for different months: — September — folding to 
straight line; folding book (square on diameter;) window (square 
on two diameters;) tent or shawi (square on diagonal;) star 
(square on diagonals.) 
October — Fold and cut wigwam or canoe. 
November — Puritan bonnet, hat, cradle, log cabin etc, 
December — Fold star, picture frame. 
January — Snow crystals, sled. 
February — Soldier cap, shield. 
March— Windmill, kite. 
April — Umbrella, screen, fan, chicken coop. 
May — Parasol, birds, boat. 

33 Paper Cutting ( after a few dictated lessons much of this can be 
done for seat work ) : — Cutting pictures from cards and books. 
Cutting on lines of writing paper; cutting to straight Hne free 
hand. Cut to straight line making fringe; cut strips for weav- 
ing. Cut to curved and oblique lines (ruled;) cut free hand. 
Cut squares and oblongs different sizes by measuring; cut with- 
out measuring; arrange in design and border. Cut other forms 
by measure; cut free hand; make designs and borders. Make 
combinations of any forms in design and border. Bisect any 
forms; arrange in design and border. Arrange design and 
borders on paper curtains, towels, book marks, book covers etc. 
Cut, free hand, fruits, vegetables, animals, trees, leaves etc. 
Cut, free hand, furniture for doll houses. Cut, free hand, 
objects spoken of in stories and poems; cut a connected story. 

Few suggested cuttings for different months:— 

September — Cut toys and things at home, apple, other fruits, 

vegetables, sunflower, caterpillar. 
October— Trees, fruits, seed pods, seeds, Indian corn, wigwam, 
canoe, squirrel, crow. 

20 



November— Fruits, vegetables, May flower, Puritan hat, Puritan 

bonnet, pumpkin, turkey. 
December— Things wanted for Christmas, star, crook, shep- 
herd, sheep, stocking, Santa Claus, reindeer, camel, ever- 
green trees. 
January — Stars, snow crystals, Eskimo house, sled, dog, clock 

face, reindeer, sparrow. 
February— Shield, flag, log cabin, banana, sword, soldier cap, 

hatchet, cherries etc. 
March — Pictures of sap gathering, trees, pussy-willow, what 

wind does, Holland shoes, cows, windmill, kites. 
April — Umbrellas (open, folded or closed,) hen; rabbit, birds, 
flowers, ships, Japanese dress and furniture, garden tools, 
robin, butter cup, wood pecker. 
May— Parasols, birds, flowers, tad pole, plant life, garden tools, 
violets, bees and their homes. 
SJ).. Crayons ( Best for children to bring money, if school does not 
furnish, and then let teacher buy crayons so that she will be 
sure of same for use ) :— 
Follow language outline month by month use crayon for work sug- 
gested. Children color fruits, grains, vegetables. Illustrate 
gems, poems, stories. Color pictures in books; trace pictures 
and color. Copy in color pictures from board; from book; draw 
pictures from memory. Use colors in number work, in fraction 
and form study. Use colors in Nature work. When talking 
about golden rod in language, picture it for seat work. When 
teaching about apple in class, then picture apple for seat work. 

The teacher selects from all the seat work given that adapted to 
the age and abihty of her pupils and that an outgrowth of or 
bearing upon the other work of the day. She gives the right 
form at the right time in the right way. She can only do this 
by carefully studying her subject. 

Preparatory to "First Day." 

The successful teacher visits her school sometime before the 
eventful "first day." There are many things about that school 
helpful for her to know before that time. 

She will want to know whether that school is clean as to walls, 
ceiling, floors, desks, windows etc. 

She will want to know whether there are curtains at the win- 
dows and whether they are in good condition. 

She will want to see how the desks are arranged so as to plan 
for seating and to arrange for coming in and going out of children 
at opening and closing of school and at recess. 

She will want to plan for the keeping of wraps, dinner pails etc. 
and the handling of such. 

She will want to see that there is a closet or shelves for the 

21 



keeping of material and that this is in good condition in every way. 

She will want to see that the teacher's desk and desks of chil- 
dren are clean and in good condition. 

She will see whether there is a basket for waste paper (Potato 
basket, neatly lined, will do, ) and whether there is a good basin, 
soap plate, tin, towel roller, duster, bucket and small looking glass. 

She will see that there are erasers and crayon; a yard stick and 
a pointer. Also a clock of some kind. 

She will find the record of names of the children and of work 
left by teacher of previous year. She will become familiar with 
those names and the record of those children before that first day. 

She will see how many and what kind of books are in the school 
library. Will make a list of some good ones needed and plan for 
some way to secure them. 

She will see how many text books are in good condition, fit for 
use, and how many are needed. She will try to have on hand for 
first day the needed ones. 

She will dust and arrange on desk all guide books and see how 
many she can add to the small number from her gathered store. 

She will see what pictures are on wall, if any, and will plan to 
add others and better. 

Placing a good shade of plain green wall paper (get at paper 
hangers) or sheets of green cover paper, about width of paper, above 
board, gives a nice border and a splendid place for mounting pictures. 

Pictures bring joy and pleasure to the childish heart and help 
make discipline easier. Have some good ones there to welcome the 
children on the first day. 

Perry and Brown pictures and nursery rhymes good. 

Arrange wall paper in one comer of the room for mounting 
work. Put up good width paper to match border. Tell children 
from the first day that their best efi'orts will be seen from time to 
time in this corner. 

She will place neatly in the closet or on shelves the seat work 
she has provided during summer, also a supply of various papers 
for various forms of work (with lines and without. ) 

She will place in her desk some clean writing tablets, fools-cap 
paper, some pen holders, a box of pens, and some pencils neatly 
sharpened to supply those coming without on first day. 

She will see that the boards are clean, and, if possible, have on 
in colored crayon a good September border (golden-rod border ap- 
propriate. ) If teacher cannot draw, stencils may be used. 

Bird or fruit borders or "Sunbonnet Babies" with books also 
good for September. 

On the board she may carefully write the September poem for 
her school or some good gem. 

She will also place the work for each grade for the first day 
neatly on the board. 

See what this work might be from suggestions following. 

22 



She will have both capitals and small letters on boards or on 
large sheets of tag board. (Made with black waxed crayon or with 
ink. ) Also have sheets of tag board with figures, at least as far as 
ten. This, with seat work prepared in the summer will give plenty 
of seat work for the first few days. 

She will see that the school grounds and out buildings are clean. 
She will see how they could be improved and what she can do toward 
improving them. 

She will study most carefully her state course of study so as to 
have a good grasp of just what is expected of each grade and how 
to prepare for it. 

She will start with definite plan from the beginning. It will 
insure confidence of children in her from the start, giving good ex- 
ample, also preventing much trouble later. Children see from start 
that she knows what she is doing and knows how to go about it. 
They see from the results gained that things are really worth while. 

Visit your school before that "first day" so that you may be 
more composed from having come in touch with your surroundings 
before and having planned to meet the problem. 

Beginners' "First Day" Seat Work. 

One of the hardest problems facing the teacher, especially in 
the country school, in what work to give beginning children before 
they have become accustomed to their surroundings, and before they 
have learned to read and write. 

The first day is especially trying. There is no review work of 
the previous year to give, there is little correlation which can be 
made except by way of picturing, tracing, or grouping and counting. 

We use something which has been of interest to him in the home. 

It takes more real skill on part of teacher to handle the First 
Grade successfully than to handle any grade from this on clear 
through the High School. 

Just a few suggestions for "first day" work with these little 
ones:— 

Given scissors and cards, they cut, arrange and paste pictures 
in old books gathered for the purpose. These books may be called 
scrap-books. 

They may be given books of pictures for coloring and cutting. 
Old fashion-books will answer. Milton Bradley Co., furnish very 
attractive ones. 

Given picture books, tissue paper and crayon, children draw, 
trace and color. 

One dozen picture books, animal books, bird books etc., kept on 
hand will prove a blessing in a time of need. Parents often send 
these in if out -grown in home. 

Drawing cards — fruits, vegetables, animals, trees etc., are used 
for drawing and for tracing. Children may copy same from teacher's 
drawings on the board. Have fruits common to September on 
board. Have them draw in outline, have them show in mass. 

23 



Leaves of different trees, vegetables of the home garden, 
animals common to the home, may be used in the same way. 

Children may lay on desk with com or lentils any of the above as 
well as any outlines of articles of furniture in the home, or articles 
of dress. After they lay, they may then draw. 

They may lay, cut or draw lines of the same length, lines of 
different lengths. 

They may sort pegs in piles of different colors; in piles of the 
same color. 

They may sort twines and yarns in piles of different colors; in 
piles of the same color. 

They may string corn, beads or seeds. 

They may make piles of pegs, corn, twines or yams with same 
number in each pile until all are used. 

They may trace o r go around large figures ( calendar figures 
good, if large.) 

They may lay, trace or draw different forms as square, circle etc. 

They may be shown how to weave simple mats or use sewing 
cards. 

These are just a few forms that are being used by primary 
teachers. There are many more. 

If your entering children are in advance of this kind of work 
then by no means disgust them the first day by giving them some- 
thing they think "too easy." 

If they can write, have planned the copying of sentences from 
board or cards; some beginning work in number. 

The "suggestions" given are intended for "first day" children 
who know nothing of school work and who are young and immature 
as many are. 

The beginning teacher who successfully plans for the "first 
day" need not dread the following days for she has taken the first 
great step toward success. 

Work for an entering class in advance of the usual beginner 
can be found under any of the work suggested for First Grade in 
this little book. Teacher studies her pupil and studies work sug- 
gested for First Grade, and then makes a selection of that she 
thinks best to meet the condition. It is not long before she knows 
the standing of her beginners. If possible, she finds before the first 
day how many to expect and something about them. 

Second Grade "First Day" Seat Work. 

While teacher and children are becoming adjusted to conditions 
and surroundings as they are the first day or week, it is well to have 
taken "time by the forelock" and to have on hand a good supply of 
profitable and interesting seat work not only for First Grades but 
for all grades. 

This seat work can be a review of the woi'k of the preceding 
year showing teacher what child can do and how much he has re- 

24 



tained, or it can be something of special interest to the month and 
the children. 

It is impossible for the teacher to hear many recitations the 
first day but during this time children must be kept busy in some 
profitable way so as to form good habits from the first. 

Children detect in a very short time any weakness in the teacher. 
The wise teacher has work planned and has system from the start. 

The work of the first day or days can be a review of any of the 
work of the year before. For Second Grade review look under 
suggestions for First Grade work. Use what you think wise for 
your condition and the time of day. 

Suggestions: — Copy carefully from the board one or two stanzas 
of the class poem; monthly poetnfor school, (shows penmanship of 
child to teacher and gives drill in capital letters (new lines) and 
punctuation marks.) 

Copy carefully from the poem words not known (shows pen- 
manship and grasp of words.) 

Copy in the best writing the rhyming words. 

Copy all words you know are names of things. 

Read through poem a number of times and then write sentences 
about it. 

Read the poem and then picture with crayon. 

Copy from the board any one of capital or small letters a number 
of times or copy them all (shows penmanship.) 

Open Reading book, read through the lesson as many times as 
necessary to be able to answer these questions on board. Some- 
times write answers. If you write, be careful of marks. 

Lesson from Stepping Stones First Reader, Page 110. 

What is the lesson about. 

Tell how the two move. 

Tell what each said to the other. 

Tell what happened. 

Who won? 

If they can answer these questions, it shows they have thought. 

Write all hard words found in reading lesson. 

Write all words beginning with certain letters as — with a or b 
or bl or cl etc. 

Write words ending with certain letters. 

Write all words names of things. 

Write names of things you see in picture of lesson. 

Write telling sentences and asking sentences about lesson. 

Write any words you can remember from last year. Make 
sentences using words. 

Copy words from board. Use in sentences. 

Fill in elliptical sentences made with words taught in First 
Grade as: — Use "is" or "are" in sentences Hke following. "The 
boy — - here," and "The boys here" etc. 

Write names of all objects in the room, write words describing 
these objects. 

25 



5-13= 


5+4= 


5+5= 


3+5= 


6+4= 


4+4= 


5+4- 


4+6= 


3-^3= 


3^4- 


8-5= 


9-7= 


7+2= 


7-4- 


10-6= 


5^2= 


6-4= 


10-5= 



In using a story, picture or poem for seat work look under 
"Suggestions" on these subjects in this book. 

Cut and illustrate "Three Bears, " "Little Red Riding Hood" etc. 

Copy all numbers from one to one hundred from the chart, from 
memory. Do the same by writing them by 2's, 3's, 5's. 

Copy problems from addition chart and write answers, same 
with subtraction chart. 

Copy problems from board and write answers as — 

Set I: 3+3= 5+1= 6-1= 6-3= 

4+2= 1+5= 6+4= 

2+4= 6-5= 6-2= 

Set II: 



Set III: 



Additions and subtractions as they have been used in First 
Grade. 

If division and multiplication have been used in First Grade, 
then problems could be given. 

Write all combinations of a certain number as combinations of 
six etc. 

Lay tables of 2's on desk with pegs and then write table both 
ways as— 2x1 and 1x2 etc. 

Picture or cut trees as they look now; do same with fruits, 
flowers vegetables. 

These are just a few suggestions, use any to meet the needs of 
school until in good running order and seat work can then be handled 
with its chief aims in view. 

Third Grade "First Day" Seat Work. 

This can be a review of any of work covered in Second Grade 
(giving teacher an idea of what child can do and how much he has 
retained. ) 

Use monthly poem as suggested for Second Grade. 

Copy capitals and small letters as suggested for Second Grade. 

Open reading book, read through the lesson as many times as 
necessary to be able to answer questions on board. Sometimes 
write answers. Lessons chosen from book to be used by this grade. 

Do same things with reading lesson as suggested for Second 
Grade. 

Write any words you can remember from last year. Make 
sentences using words. 

Look through reading books, find certain words and copy as 
often as found. 

26 



Write names of fruits, grains, vegetables; make sentences using. 

Fill in elliptical sentences with words taught in Second Grade 
as saw, seen, did, done, etc. 

Follow same suggestions as Second Grade for use of story, 
poem or picture. 

Write numbers from one to two hundred. 

Write as far as you can by 2's, 3's, 4's, 5's, lO's. 

Write the 45 combinations, make subtraction problems. 

Write tables of 2's, 3's, 4's, 5's both ways and make division 
tables. 

Write all combinations within certain numbers as within 6, 

8, 10, etc. 

Do simple problems in addition, subtraction, multiplication and 

division from board. 

Do simple problems from the book in use, or from problem or 
number cards. 

FOLLOWING LANGUAGE OUTLINE. 

First Grade Seat Work. 

September. 

First Week:— hay corn, pegs or lentils around (trace) any short 
sentence on home life. Sentence written in large hand on large 
piece of paper. Lay corn around or trace "I see." Lay form 
of home, cradle, toys— lay from board, from cards, from mem- 
ory. Cut, picture or model home, cradle, toys. 

Second Week:— hay or trace any short sentence from class compo- 
sition on home of bird, as— "See the nest," etc. Lay or trace 
any word like ' 'bird" or ' 'nest. ' ' Picture, cut or model bird, nest. 

Third Week:— hay or trace a short sentence from class composition 
on "apple," as— "I see an apple." Lay expression "an apple," 
"the apple." Picture, cut or model an apple. 

Fourth Week:— hay or trace a short sentence or sentences from 
class composition on golden rod, as— "I see the golden rod." 

Poems:— "Boy Blue" and ' 'Little Birdie. ' ' Lay, cut or picture ' 'Boy 
Blue. ' ' Lay, cut or picture ' 'Little Birdie. ' ' Lay word ' 'nest' ' 
or "birdie." 

Story:— Red Riding Hood (simply suggestive). Lay picture or cut 
Red Riding Hood. 

Picture:— Baby Stuart. Lay words "baby," "apple." 

Hand Work:— Has been suggested. 

Special Drill:— haying action words— "run," "jump," "hop," etc. 
Laying expression "I see." 

Children are not expected to retain all words used. These are few 
words used during month— I see, see the nest, bird, an apple, 
the apple, baby, run, jump, hop. 

27 



October. 

First and Second Weeks: — Lay, trace or copy from class composi- 
tion telling about occupation of those upon whom child life is 
dependent, as — "The farmer works," etc. Lay, trace or copy 
words chosen from these topics as "works, " bakes, etc. Lay or 
trace parts of poem or song about the farmer, baker, carpenter, 
etc. Lay figure of farmer and his tools, baker and his wagon, 
etc. These might be drawings over which child places corn or 
lentils. Cut, draw, picture or model these persons and their 
work. Cut, draw or model "The Little Red Hen." 

Third and Fourth Weeks: — The work with "Hiawatha" may be left 
until the Second Grade. Using in place of this rhymes, nature 
stories, poems, songs. If "Hiawatha" is used, they lay short 
sentences from oral composition on Hiawatha, as, "Hiawatha 
was a little boy" etc. Lay any word or words from composi- 
tion. Lay, cut, picture or model, wigwam, canoe, bow and 
arrow etc. 

Poem: — Lay parts of any poem or gem. "Little Bo-Peep. " Picture 

or cut^ "Little Bo-Peep," sheep, crook etc. 
Story: — "Little Red Hen." Lay, picture, cut or model anything 

spoken of in story. 
Picture: — "Piper and Nut Crackers." Cut or picture squirrels. 
Special Drill: — Lay, trace or copy "I like." Review, "I see." (In 

this capital "I" is impressed.) 

November. 

First Week: — Lay with letter builders, trace, or copy any short 
sentence or sentences on "Preparation for winter;" names of 
some of things gathered. Lay Jnames of vegetables and fruits. 
Trace from hectograph copies fruits and vegetables laying name 
under. Cut, picture or model fruits and vegetables. 

Second Week: — Lay with letter builders or word builders short 
sentences from class composition on Nature's preparation. Lay 
the word "squirrel." Trace, cut, draw or model squirrel. 

Third and Fourth Weeks: — Lay, trace or copy sentence or sentences 
from class composition on "Thanksgiving." Lay, trace, copy 
the word "Thanksgiving." Lay, cut, picture or model — Ply- 
mouth Rock, Mayflower, cradle etc. Construct cabin or cradle. 
Picture the "First Thanksgiving." 

Poem: — Lay gem or poem. Lay "Thank you, pretty cow," etc. 

Story: — Picture or cut "First Thanksgiving." 

Picture:— "First Step" Millet. Lay words— "baby," "father," 
"mother." 

Special Drill: — Lay "I have;" copy "I have." Lay "I see" and 
"I have;" place after them any word to finish sentence and 

28 



show dot or period. Lay each a number of times laying different 
words after. Look at print in primer, lay written story like 
it. Look at written story and lay it in print. 
When word "lay" is used in November, it means use of word or 
sentence builders rather than corn, lentils and seeds as used in 
September and October. 

December. 

First Week: — Lay sentence or sentences from class composition on 
"Santa Claus" and "Christmas." Copy sentences from board 
or cards. Lay and copy words from class composition. Lay, 
cut, draw, model any of things you want for Christmas. Trace 
or draw stockings, place inside all words you can write; draw 
inside things you want for Christmas. Cut and make chains; 
make simple presents. 

Second Week: — Lay from class composition sentences on "trees." 
Lay the word ' 'tree, ' ' copy the word ' 'tree. ' ' Picture or cut 
tree. Make chains for tree. 

Third Week: — Lay or copy sentence or sentences about "sheep," 
"shepherd life, " etc. Lay or copy words sheep, shepherd, wool, 
etc. Cut, picture or model sheep, shepherd, crook, star, etc. 

Fourth Week: — Lay or copy Christmas gem or poem. Fold picture 
frames for madonna pictures. Make tiny Christmas booklets. 
Make scrap books of Christmas cards. 

Poem;— "Sleep, Baby, Sleep. " "Why do Bells for Chistmas Ring?" 

Story: — Christ Story. 

Ptciwre;— Madonna or "Mother and Child." 

Special Drill: — "I give." Review — "Hike," "I have." Lay, copy, 
make complete sentences^, using any words known, copy sen- 
tences made, find same in books. "Do I See?" Lay and copy 
this (capital letter and question mark brought out) . 

January. 

First Week: — Lay or copy from class composition sentence or sen- 
tences on what was done at Christmas vacation, what was re- 
ceived. Write short sentences using "I see," "I give," "I 
like. " Lay and copy the word New Year. Lay the word Janu- 
ary. Lay or draw clock face. 

Second Week: — Lay and copy short sentences on class composition 
on "ice" and "snow." Lay and write short sentences from 
memory. Lay and write words "ice," "snow." Cut snow 
flakes, picture snow scene. 

Third and Fourth Weeks: — Lay from class composition sentence or 
sentences on Eskimo, copy sentences from composition. Lay 
words from work, copy words. Lay sentences from memory 
about Eskimo. Lay original sentences about Eskimo. Lay, 

29 



trace, cut, picture or model Eskimo, his home, dress, sled, dog, etc. 
Poem: — "Twinkle, twinkle little star." Copy line or lines. 
Story: — "Three Bears." Cut or picture. 
Picture: — "Can't you talk?" Copy word "dog." 
Special Drill: — "This is. " Lay and complete with different words, 

copy and complete. Copy sentences using "is" and "are." 

Review — "I see," "I give," in this form— "Can I see?" "Can 

I give?" "Have I?" 

February. 

First Week: — Lay name of month, lay birth days. Lay sentence 
or sentences from class composition or "winter birds" or 
' 'changes in nature. ' ' 

Second Week: — Lay sentences from class composition on Lincoln as 
taken up by topics each day. Copy any sentence from class 
composition. Lay words describing Lincoln as — "good," "kind," 
etc. Copy words from board, lay sentences using words; copy 
sentences from board. Lay cabin with corn. Lay name with 
letters. Model, cut, picture, fold cabin. Mount picture of 
Lincoln, mount cut cabin, copy sentence from board underneath. 

Third Week: — Lay sentence or sentences from class composition on 
Washington as taken up day by day, copy sentences from class 
composition. Lay words describing Washington, lay sentences 
using words; copy sentences from board. Lay with pegs — soldier 
hat, flag, shield, hatchet, etc. ; lay with letters names of these. 
Fold soldier cap and picture- frame. Lay and copy "hero," 
"I love" and "cherries." 

Fourth Week:— hay or copy any sentences about Longfellow; lay 
or copy any words from class composition. Make picture frame 
for Longfellow picture. Lay or copy any words describing 
' 'pony. ' ' Cut or picture pony. 

Poem : — ' 'Marching Song" by Stevenson. Copy gem or lay gem from 
memory. 

Story: — Lincoln stories; Washington stories. 

Picture: — Men used for study. "Cat Family." 

Special Drill: — "I love." Lay, copy, write from memory. Copy 
sentences using "was" and "were." Make sentences using 
"is" and "are." 

March. 

First Week: — Lay or copy from board class composition on the 
"Wind and its work." Lay sentences from memory, write 
sentences from memory, make original sentences. Lay words 
taken from lesson in script, in print; copy words from board; 
lay as many words as remembered. Picture what wind does. 
Picture "Wind" by Stevenson. Cut or picture story of "Wind 
and Sun." 

30 



Second Week:—T>o same with "Sun" as suggested for "Wind." 
Picture sunset. 

Third TTee/c:— Lay and copy sentences about pussy willow. Lay 
and copy parts of poem ' 'Pussy Willow. ' ' Picture Pussy Willow. 

Fourth Week-.—h&y and copy sentences on "cow." Make and lay 
sentences on "cow." Make and write sentences on cow. Lay 
or copy poem "Cow" by Stevenson. Lay poem from memory 
after study. Copy names of parts of cow. Draw, cut or picture a 
cow. 

Poem:— "The Cow" by Stevenson. Picture or cut. 

Sfori/:— "Bag of Winds." "Cinderella." 

Ptciwre:— "Escaped cow" by Dupre. 

Special DriZ^:—Write from board sentences using "has" and "have." 
Review:— is— are— was— were. Copy sentences using. Make 
sentences using these words. Fill elliptical sentences. 

April. 

First Week: — Lay name of month. Lay names of months from 
board. Copy name of month or months. Copy class composi- 
tion on "awakening life." Copy any sentences on class com- 
position on "chick." Make and lay original sentences. Make 
and write original sentences. Cut, picture, model — eggs, chick. 
Construct Easter basket. 

Second Week:— Copy sentences from class composition on "rain." 
Make and lay original sentences. Make and write sentences. 
Lay or copy "Rain" by Stevenson. Copy this poem from mem- 
ory. Illustrate "Rain." (See under "Poems.") 

Third Week: — Copy any of sentences from class composition on 
"Spring Preparation." Make and lay original sentences on 
what mother is doing, father is doing; write these sentences. 
Cut or picture tools used. 

Fourth Week: — Copy class composition on "robin." Lay word 
"bird;" copy word. Lay word "robin;" copy word. Picture, 
model or cut birds. 

Poem:— Lay "Rain." Lay "Garden Bed." Illustrate poem. 

Story :— ' 'Sleeping Beauty. ' ' ' 'Chicken Little. ' ' ' 'Origin of Robin. ' ' 

Picture:— "Feeding Chickens" by Jacque. 

Special Drill:— May I? Review— is— are— was— w e r e— has— have 
—excuse. Fill in elliptical sentences using words above; also 
frequently copy correct form of these in sentences. 

May. 

First WeeA;:— Copy word May. Lay and write sentences about 
spring. Lay sentences from memory; copy sentences from 
memory; make number of sentences and place in right order. 
Write sentences on "farmer" and what he does. Make sen- 
tences about Spring using "have" and "has." 

31 



Second Week: — Copy sentences on class composition on "garden- 
ing." Copy words from board; make sentences using words. 
Cut, picture, model garden tools, etc. Make sentences about 
gardening using "is" and "are." 

Third Week: — Copy sentences from class composition; write sen- 
tences about "frog." Copy words "frog," ''egg,'' "pond," 
make sentences using these words. Model, draw, cut from 
egg to frog. 

Fourth PFeeA;:— Copy or make sentences on "bean." Copy words 
"bean," "plant," "blossom," "pod," etc., use words in sen- 
tences. Model or picture from bean to plant. Cut or picture 
flowers or birds. Make sentences about plant using "was" 
and "were." 

Poem: — "Little Birdie." Copy parts. Illustrate. See "Poems." 

Story: — Story on origin of flowers. 

Picture:— "Feeding her Birds" Millet. Write sentences about 
picture. 

Special Drill (Review):— is — are— was — were — has — have. Write 
sentence telling and sentence asking using: — I see, I have, I 
like, I love, I give. Copy elliptical sentences filling in word or 
words, and frequently copy as models correct form from board. 

FOLLOWING LANGUAGE OUTLINE. 

Second Grade Seat Work. 

September. 

First Week: — Copy name of month and its abbreviation. (Can be 
used on written work papers.) Copy name of town and name of 
state. Make sentences about September using name of month 
in each. Write sentences in answer to questions on "building 
of house" (after oral work.) Answers to questions should form 
a connected story. Copy words — building, brick, frame, etc. 
Draw plan of house using rulers and having dimensions given, 
(very simple plan.) 

Second Week:— Copy parts or all of class composition on "furnish- 
ing of home" (Capitals, punctuation, orderly arrangement.) 
Copy names of different articles on furniture. (Save the words 
for spelling. ) Write sentences telling uses of articles of f urni^ 
ture. Construct from square folded in sixteenths — a bed, chair, 
house. Fold or cut any articles of furniture as — a picture frame 
etc. Make raffia napkin ring. 

Third Week: — Write sentences telling about the sunflower. Write 
sentences in answer to questions. Write five words describing 
sunflower; make sentences using same. Illustrate story of 
"Clytie." 

Fourth VTeeA;:— Write sentence telling about caterpillar (after oral 
work.) Write five words describing as "downy," etc. 

32 



Poem: — "September" by Helen Hunt Jackson. Copy whole or parts 
of poem. Copy gems from board; from memory. Illustrate 
poem. 

Story: — "Clytie. " Copy any part of story worked up for class corn- 
composition. Illustrate story. 

Picture: — Any good September farm scene. Copy names of objects 
seen in picture. Picture a September scene (crayon;) make an 
apple spelling book. 

Special Drill: — The "Telling Sentence." (A) Copy from slips; 
copy from board; find in books, write. {B) Bring out capitals 
and periods in connection with. Teach correct forms: — It is I; 
It is he; It is she. Copy from board and from cards. 

October. 

First and Second Weeks: — Copy name of month and abbreviations 
from board; from slips. Write asking sentences using the word 
October. Copy gem from board; from memory. The class com- 
position or oral work of children is placed on the board each 
day as oral work on "wigwam" (one day's work): — (a) Chil- 
dren copy this from board. (6) Words of poet copied telling 
about wigwam (beauty of form and expression. ) (c) Children 
write description of wigwam in sentences (observe sequence of 
thought.) (rf) Write from memory words of poet, telling 
about wigwam (memory, correct spelling, etc. (g) Write 
questions about wigwam; answer questions; write questions for 
others to answer. (/) Picture wigwam and write word under. 
{g) Cut and construct a wigwam. Same plan as this may be 
taken in handhng any topic found in Language Outline. Another 
might be ' 'Canoe. ' ' A whole month may be given ' 'Hiawatha. ' ' 
Cut and picture: — Canoe, wigwam, bow and arrow, head-dress, 
blanket, etc. Make Hiawatha booklet. Weave or braid: — 
mats, baskets etc. Model: — Indian pottery. 

Third Week:—{CaiX\ be omitted for "Hiawatha.") Copy parts of 
poem "Hiawatha" telling of com. Picture Indian com and write 
sentences under. 

Fourth Week: — Write story of "Crow and Pitcher" in answer to 
questions (after oral work.) Picture or cut storJ^ 

Poem: — "Hiawatha." Copy parts of poem; write from memory 
short sections. Write gems from memory. 

Story:— "Crovf and Pitcher." As has been suggested. 

Picture: — "Piper and Nut Crackers. " Indian pictures. Write sen- 
tences above. Write describing words. 

Special Drill: — "Asking" sentences, (a) Copy from board; slips; 
book. (6) Bring out capital letters and question mark. Cor- 
rect forms:— Is it I? Is it he? Is it she? Picture October 
scene. Make squirrel spelling book. 

33 



November. 

First and Second Week: — Copy name of month and abbreviation. 
Copy names of Fall months and abbreviations. Write sentences 
about November using name of month in each. Copy word 
"Thanksgiving." Copy whole or parts of each day's composi- 
tion (oral) on Puritans, as (one day) — "Home in England," 
another, "Voyage," etc. Write sentences telling about Puri- 
tans. Write five words describing Puritans. Copy words — 
Indian, Pilgrim, Plymouth Rock, May Flower, etc. ; use these 
words in sentences. Make sentences about Thanksgiving into 
longer sentences. Cut and draw Plymouth Rock, May Flower 
etc. Make Puritan booklet. Construct— Puritan cradle, bonnet 
etc. The whole month may be devoted to the Puritan work. 

Third Week:— {If Puritan work is not used for month.) Write 
sentences about the pumpkin. Write word pumpkin. Picture 
and cut pumpkin. 

Fourth Week: — Make sentences telling about turkey. Picture turkey 
and cut same. 

Poem: — "Over River and Through woods." Copy parts; cut and 
illustrate. Write from memory —September, October, and Nov- 
ember gem. 

Story: — "Fox and Grapes." Reproduce from copy; reproduce with- 
out. Cut or picture. 

Picture: — Any telling Pilgrim life or Thanksgiving story (Bougton 
pictures good.) Write sentences about. 

Special Drilt.—TeWmg and asking sentences, (a) Copy and also 
write sentences, (b) Bring out capitals, period, question mark. 
Correct forms:— It is I, It is he, It is she, It is we; It is they, 
and these turned into questions. Picture a November scene; 
make a pumpkin spelling book. 

December. 

First and Second Weeks:— Co-py name of month and abbreviation. 
Write sentences about September using name of month in each. 
Copy name Christmas and Santa Claus. Copy whole or parts of 
each day's composition on "Christmas in other lands." Write 
from question a short description of Christmas in Holland. 
(Logical sequence in questions of teacher.) Write without 
questions a little description on Christmas in Germany (after 
oral composition.) Copy words gathered from this work, as — 
Holland, shoes, etc. Write sentences telling one thing done for 
Christmas in each land studied. Write all name words gathered. 
Picture or cut spruce tree and write sentences about it. Make 
booklet of Christmas in other lands. 

Third and Fourth Weeks:— Copy any part of class composition. 
Write sentences telling about shepherd, arrange in best oi'der. 

34 



Copy words — shepherd, sheep, care, crook, wool, etc. ; use these 
words in sentences. Cut or picture— stars, shepherd, camel, 
crook, etc. Write sentences about camel and its uses. Write 
words camel, etc.; write words describing. Cut or picture 
camel. 

Poem: — Copy poem used for Christmas. Copy and write Christmas 
gems. (Teacher collect gems for months and holidays. ) 

Story : — ' 'Town Mouse and Country Mouse. ' ' Copy any part of class 
composition. 

Picture : — Madonna. 

Hand Work (Instead of special drill) : — Booklet of Madonna pictures. 
Booklet of Christmas pictures. Fold picture frames for Ma- 
donna pictures. Cut and make things for tree. RafRa picture 
frames. Make Christmas boxes. Make star or stocking spell- 
ing book. Cut and picture story. 

January. 

First and Second Weeks: — Copy name of month and abbreviation. 
Copy names and abbreviations of all months up to January, 
write them. Write sentences about January using word in 
each; write sentences about other months. Write names and 
dates of all holidays past. Write names of days of week and 
abbreviations; make sentences using each. Write sentences 
telling changes in nature. Copy any of class composition. 
Draw clock-face and write number of hours a day, etc. Copy 
these words: — January, snow, ice, clock, hour, minute, second, 
hands, face, etc. ; m a k e sentences using. Copy any of class 
composition on the "Eskimo. Write sentences telling about 
Eskimo; names of things Eskimo uses (name words;) things he 
does (action words.) Write a story about Eskimo, see that 
sentences are in good order. Cut or picture Eskimo house, 
sled, dress, etc. Make Eskimo booklet. Make star or clock- 
face spelling books. Study of Eskimo may be used for whole 
month. 

Third Week (If Eskimo is not used) :— Write sentences describing 
reindeer. Write description of a reindeer (orderly arrange- 
ment.) Cut or picture reindeer. 

Fourth Week: — Write sentences about the sparrow. Write words 
telling what sparrow does (action words.) Picture or cut spar- 
row. "All Things Beautiful." 

Poem: — Copy whole or parts. Illustrate some poem. 

Story: — "Lion and Mouse." Write from class composition story or 
part of story. Cut or picture story. 

Special Drill: — It is for me, It is for him, It is for her. It is for 
them. Picture a January scene. 

35 



February. 

First Week: — Copy name of month and its abbreviation. Copy 
names and abbreviations of winter months. Write sentences 
using name of month in each. Copy names and dates of birth- 
days coming in February. Write names of days of week and 
abbreviations. Copy any part of class composition on any of 
men studied —Washington, Lincoln, etc. 

Second and Third Weeks:— Copy any or all of class composition on 
Washington (any other used as well.) Write words describing 
Washington. Copy words — Washington, Lincoln, birthday, 
brave, kind, noble, honest, hero, etc.; write sentences using 
words. Copy class composition on St. Valentine or write story 
from question as remembered. Make a Washington, Lincoln 
or Longfellow booklet. Make a February booklet. Design and 
cut — banner, shield, flags, soldier cap etc. Fold picture frames. 
Make shield spelling book. Make valentines. 

Poem: — "America." Copy whole or parts of any poem. Copy 
patriotic gems, write gems from memory. Write any short 
poem you like best. 

Sior?/:— Stories of brave deeds. "Hare and Tortoise. " Illustrate 
or cut. 

Picture: — Lincoln, Washington, Longfellow, etc. 

Special Drill: — Correct use of is and are; was and were. Make 
sentences using these words; copy sentences from board or 
reader; fill in elliptical sentences. Contractions:— I'm, he's, 
she's, I'll, he'll, she'll, we'll. Find in reader; copy from board; 
find in poems. Picture a February scene. 

Fourth Week of February given to stories of brave deeds etc. 

March. 

First and Second Weeks: — Copy name of month and its abbreviation. 
Copy name of school, home-town and state. Can be used on 
written work papers. Copy names of winter months and abbre- 
viations. Write sentences about March, using name each time. 
Copy any part of class composition. Write telling and asking 
sentences about Holland. Tell in elliptical sentences about 
Holland using is or are; was or were. Write sentences about 
Holland making a connected story. Write short description of 
a Holland picture in answer to questions. Cut or picture any- 
thing pertaining to Holland. Construct windmill or Dutch cart. 
Make Holland booklet. This Holland work may be continued 
for the month. 

Third Week:—{Ii Holland work is not continued.) Picture a twig 
from any tree; write sentences telling changes. Write sentences 
telling changes in nature. 

Fourth Week: — Write sentences about rabbit; fill in eUiptical sen- 
tences about rabbit with is or are; was or were. Cut rabbit. 

36 



Poem:— "My shadow." (Any other may be used.) Copy poem; 

write story of poem (use for oral work first.) Copy gems; write 

from memory any gem. 
Story :— ' 'The Sun and the Wind. ' ' ' 'Hero of Holland. ' ' Illustrate 

the first story. 
Picture: — "WindmiW" by Ruysdael. Write sentences why you 

think storm is coming ( after class composition. ) 
Special Drill:- Co^py sentences, fill in eUiptical sentences, find in 

reading book and make sentences using saw or seen, did or done, 

write, wrote, written, break, broke, broken. Contractions— 

I've, you've, we've, wouldn't, shouldn't couldn't. Picture a 

March scene; Dutch— shoe— spelling book. 

April. 

First and Second Weeks:— Copy name of month, use name in sen- 
tences. Copy on papers name of school, town, state. Copy 
any part of class composition, made day by day, on Japan. 
Write sentences about Japan. Write words describing Japanese; 
make sentences. Tell in elliptical sentences about Japanese 
using saw or seen; did or done. Write sentences about Japanese 
and collect in an orderly way ( after oral work. ) Copy words 
from oral work; write sentences using these words. Fold and 
cut Japanese dress, screen, fan, parasol, etc. Make Japanese 
booklet. Construct Japanese tray. Copy some simple Japanese 
design. Study of Japanese may be used for month. 

Third Week (If study of Japanese is not continued) :-- Write sen- 
tences about buttercup. Write words describing buttercup; 
use in sentences. Write words— yellow, stem, leaves, flower, 
root. Picture buttercup; use for design. Copy any quotation 
on buttercup. Fill in elliptical sentences on buttercup with is 
or are; was or were; did or done; saw or seen. 

Fourth Week:— Copy any of class composition on woodpecker. 
Write from questions a description of the woodpecker. Write 
names of common birds from board, from chart, from memory. 
Illustrate story of Woodpecker. 

Poem:— "Daisies" by Sherman. Copy parts or whole. Picture the 
poem pictures (after class work.) Write gems from memory. 

Story: — Iris. (Picture the rainbow. ) 

Picture: — Japanese pictures. Rainbow. 

Hand Work:— Make raffia parasol; raffia basket. Picture birds and 
change in trees. 

Special Drill:- Using words— set or sat; lie or lay; sing or sang. 
Copy sentences using these; fill in elliptical sentences; write 
sentences. Review contractions, add any others from books 
used. Write and copy sentences using possessive. Picture 
April scene. Make bird speUing book. 

37 



May. 

First and Second Weeks: — Copy name of month; use name in sen- 
tences telling about May. Copy names of Spring months; make 
sentences telling about each; picture something suggestive of 
each. Write names of seasons; picture each. Write names of 
days of week; use in sentences. Write names of all holidays 
and birthdays celebrated. Copy any description of the violet 
( poem or short prose selected. ) Copy any of class composition 
on talk about violet. Picture violet; use for design. Copy any 
or part of class composition on "bees." Picture or cut hive. 
Write sentences about bees. (Make by combining short ones.) 
Write action words connected with bees; also list of words de- 
scribing bees; make sentences using words. Make elliptical 
sentences (teacher) about bees. Children fill in sentences with 
did or done; saw or seen. 

Third and Fourth Weeks: — Copy any or parts of class composition 
on Arabian children. Write sentences describing Arabian 
children (after oral work.) Write sentences describing camel. 
Write sentences describing desert. Make booklet on Arabian 
work. Fill in elliptical sentences on camel with is or are; was 
or were; set or sat; lie or lay; sing or sang. 

Poem: — "Seven Times One." Copy parts of poem. Illustrate any 
part of poem. Copy gems; write from memory and gem. 

Story: — Cut or picture story. 

Picture: — "Spring" by Carot. Tell in short sentence what makes 
you think it is spring. 

Hand Work: — Picture or cut flowers; use in design. Make a book- 
let of Spring flowers. 

Special Drill: — Fill in elliptical sentences with set or sat; he or lay; 
sang or sung. Use in sentences correctly — I, he, she, we, they, 
her, his, is, are, was, were, has, have, saw, seen, did, done, 
write, broke. Contractions: — Look for contractions in books, 
copy and write words for which they stand. Abbreviations: — 
Write four months, days, town, state. Mister, Mistress, etc. 
Picture a May scene; make a flower spelling book. 

FOLLOWING LANGUAGE OUTLINE. 

Third Grade Seat Work. 

September. 

First Week: — Write name of month, the day and year at top of 
papers ( continue through the year. ) Write names of Summer 
months with their abbreviations. Write names of days of week 
with abbreviations. Write names of places and people ( capital 
letters brought out. ) Copy from board or slips short descriptions 
of September, (either prose or poetry. ) Teacher can collect 
and keep them on hand. Write names of foods on breakfast 

38 



table (name words. ) Write names of home grown things under 
one column; of other things under another. Describe some one 
thing in writing without giving name. Write sentences about 
these things using words this and that. 

Second and Third Weeks:— YI rite names of places and people; use 
each in a sentence. Write sentences telling about study of 
wheat and milling (arrange sentences in good order.) Copy 
words gathered from above topic. Find in reading book number 
of paragraphs in a lesson; copy one or two. (Let this lesson 
be a reading lesson on wheat and miUing if possible. ) As chil- 
dren write they think how paragraph begins; number of sen- 
tences in it; kinds of sentences; how they begin and end. Some- 
times they copy only telling sentences found in paragraph, 
sometimes asking. Fill in elliptical sentences using this or 
that. Review contractions of the other grade; bring out any 
new. 

Fourth W^ee/j:— Copy a model short letter written by some famous 
person ( Teacher collects these letters as letters of Eugene Field 
etc. ) Write sentences about the Aster. See whether you can 
combine these into longer sentences. 

Poem:— "September" or "Village Blacksmith." Copy whole or 
parts of poem. Write a September gem from memory. Illus- 
trate poem September. 

Sior?/:— "Golden Rod and Aster" or "Little Red Hen." Write story 
in answer to questions. 

Picture:— "Giolden Autumn Days" by Marcke. "Village Black- 
smith" by Herring. "Windmill" by Ruysdall. "Landscape" by 
Ruysdall. Write names of objects in picture; make sentences 
using these. Write names for picture. 

Hand Worfc:— Make Wheat booklet. Make a September design 
(Golden Rod.) Make booklet of September flowers. Illustrate 
any poem. Make September calendar. Fold and cut cube. 

Special Z)/-t^Z:— Finding paragraphs in Reader. Copying model 
letters. Combining sentences. Use in sentences of — this, that, 
throu. Review:— I, he, she, we, they in sentences telling and 
asking. 

October. 

First and Second Weeks: — Copying name of month with abbrevia- 
tion. Write names of days of week with abbreviations; make 
sentences using. Write sentences like models (complex.) Make 
sentences similar. Write names of different articles of cloth- 
ing; place those coming from animals in one column, those from 
vegetable in another. Describe in well formed sentences any 
one thing made and worn. Write as much as you can telling 
about linen or cotton ( after class work; ) arrange your sentences 
in good order. Find paragraphs in Reading lesson. Give names 

39 



to paragraphs and write names, (after class work.) While 
copying one or two paragraphs think of order of sentences. 
What does each sentence tell? Write what it tells. Make ellip- 
tical sentences about clothing and fill with words — these or those. 
Whole month may be taken for study of linen. 
Third Week (If study of linen is not taken) : — Write sentences on 
spider; picture spider. Use story "Arachne." Copy a descrip- 
tion of October or of trees. Copy a model letter or well con- 
structed sentences. 

Fourth Week: — Write about milkweed in well formed sentences; 

picture milkweed. 
Poem: — "October" or Flax Flower. Pick out and write name words; 

describing words, action words, any abbreviations, contractions, 

possessives. Copy poem ; copy gems from memory. 
iStor^/:— "Arachne." Write from question the story of "Arachne." 
Picture: — "Spinning" by Millet. Tell action of picture. Write 

words describing. 

Hand Work: — Booklet of study of linen or cotton. Illustrate poems. 

Make October design for book covers. Make October calendar. 

Mount October seed pods. Fold and cut square prism. 
Special Drill: — Abbreviations; describing words; models. Use of 

words — draw, these, those. 

November. 

First and Second Weeks: — Write name and abbreviation of Fall 
months. Picture something suggestive of each and write in 
sentences. Write names of things made of wool. Write sen- 
tences brought out in class composition on wool, arrange sen- 
tences in good order making paragraph (class work at first.) 
Copy a description of November (prose or poetry.) Copy a 
model letter (see how paragraphed.) Find paragraphs in Read- 
ing books and give names. Use expressions — there is and there 
are in writing about wool. Study of wool may be continued for 
month. 

Third Week (If not continued) : — Write sentences about seal using — 
did or done; saw or seen. Copy addressed envelope, draw and 
address your own; fold and address. Copy model letter. 

Fourth Week: — Give names to paragraphs in Reading lesson; copy 
one or more sentences or copy one or more paragraphs. Write 
sentences about "potato;" combine these sentences (making 
compound or complex.) Fill in elliptical sentences about the 
potato with — there is, there are, did or done, saw or seen. 

Poem: — "November" by Alice Carey. Write story of poem from 
questions. Copy contraction of words in any poem in book. 

Stor?/:— Thanksgiving story. Copy class composition. This is 
erased and children write from outline. 

40 



Picture: — "Sheep (Autumn)" by Mauve. "Shepherdess" by Le- 
RoUe. "Potato Planting" by Millet. Write short description 
of picture after oral work. Use words to describe. 

Hand Work: — Make booklet of study of wool. Illustrate poem. 
Make November design (leaves;) use design in border. Make 
booklet of Thanksgiving work. Calendar for November. 

Special Drill: — Naming paragraphs. Orderly arrangement of sen- 
tences. Addressing an envelope. 

December. 

First and Second Weeks: — Write name of month and abbreviation. 
Write names of days of week and abbreviations. Write names 
and dates of holidays. Copy sentences in which contractions 
have been used. Copy description of some winter scene (prose 
or poetry.) Write names of parts of tree; tell uses of trees; 
picture different evergreens and write names. Write short 
paragraph on lumbering (after class composition.) Write any 
of topics on lumbering used in class; copy words on lumbering 
used in class; copy words gathered from these topics. Use — 
"there was" and "there were" in writing sentences about 
lumbering. Write all action words you have used in talking 
about lumbering, as — chop, saw, etc. 

Third Week: — Write letter telling what you want for Christmas; 
address envelope. Write description of evergreen tree in form 
of paragraph. Copy poem telling about evergreen tree. Use 
words — "there is" and "there are" in telHng about evergreen 
tree. 

Fourth WeeA;;— Write possessive form in connection with presents, 
as— "May's doll" or "The boys' tops," etc. 

Poem: — "Christmas Carol" or Eugene Field — "Why do Bells for 
Christmas ring?" Copy poem. 

Story: — Christmas stories. "Fox and Crane." Reproduce from 
outline (two paragraphs.) 

Picture: — Madonna. Write a short story of a Madonna picture 
(after oral work.) 

Hand Work: — Make booklet on lumbering. Make booklet of De- 
cember story. Make booklet of Madonna pictures. Make De- 
cember box (square plinth. ) Make design for booklets. Picture 
Hemlock tree; copy poem "Hemlock Tree." 

January. 

First and Second Weeks: — Write name of month and abbreviation. 
Write name of months to first of year. Write name of holidays. 
Review contractions; possessives; and place singular name words 
in one column and those meaning more than one in another 
column. Write sentences telling different ways of heating a 

41 



house. Copy parts of class composition on coal. Write sen- 
tences on coal mining (after class composition;) collect these 
sentences and arrange in proper order. Write two paragraphs 
on coal mining (after class composition. ) Copy some quotations 
about January; description of stars or some winter scene. 
Write a letter to a friend telling of your Christmas vacation, 
address envelope. Study of Coal may be used for month. 

Third Week: — Write describing orange. Picture orange. Combine 
sentences (making compound and complex.) 

Fourth Week: — Write sentence about elephant etc. Copy model 
letters; address envelopes. Copy elliptical sentences and fill 
with words suggested by teacher. 

Poem: — "Childrens' Hour." Write story of poem in your own 
words, (after oral work.) 

Story: — "Secret of Fire" Fable — make outline in class and then 
write. 

Picture: — "Shepherdess" — Millet. Describe picture by answering 
questions on board or suggested topics. 

Hand Work: — Make booklet of coal mining. Make January design 
— stars or snow crystals. Use design in border. Make clock 
face. Make January Calendar. Make pyramid, (folding and 
cutting. ) 

Special Drill: — Possessives — find in books. Quotation marks — copy 
paragraphs in which found. Use in sentences — this, that, these, 
those. 

February. 

First and Second Weeks: — Write name February and abbreviation. 
Write names of three winter months. Write quotations from 
board; from book. Copy name words from lesson, make them 
show possession. Make sentences using words — this, that, 
these, those. Copy any description of February or of any brave 
deed; write patriotic gems. Write a letter to a friend telling 
what games you play now. Make up and write rhymes for 
valentines. Write a letter telling what you know about Lincoln. 

Third Week: — Copy quotations from books. Copy model letter. 
Review contractions in sentences. Write sentences using pos- 
sessives. Write sentences using^ — There is; There are; There 
was; There were. Write story of St. Valentine. 

Poem: — "Star Spangled Banner." Pick out pictures. Write name 
for each (after oral work.) 

Story: — "St. Valentine" or any fable. Write from outline; make 
outline and write. 

Picture: — Longfellow, Lowell, etc. Give other pictures names; 
tell what you like about each; write words describing each. 

42 



Hand Work:— Make a Longfellow booklet or any of great men 

studied. Make a February booklet. Make February design; 

use on cover. Make February Calendar. Make booklet of story 

of St. Valentine. 
Fourth Week:— Make class composition on study of oyster. Make 

oyster booklet. 

March. 

First and Second IVeeks:— Write name of month and abbreviation. 
Write names of all months and abbreviations. Copy quotations 
from books, placing marks. Copy description of wind (prose 
and poetry.) Write telling and asking sentences on Sugar 
making; copy any of class composition; write two paragraphs 
on sugar making. Write a letter telling a friend about sugar 
making as you have studied it. 

Third W^'ee^;— Picture a banana aud write sentences. Make para- 
graph of sentences. 

Fourth fTee/t.-— Copy any or all of class composition on ostrich; 
write words describing. Make ostrich booklet. 

Poem.-— "Little Brown Hands." Copy poem. Write gems from 
memory. Pick out poem pictures and tell in your own words. 
Copy action words in poem; copy, name words. 

Story:— Write from outline. 

Picture;— "Plowing" by Bonheur. Write name words in picture, 
action of picture. 

Hand JVork:-Make booklet on Maple Sugar. Make booklet of 
story. Illustrate a poem. Design a border. Make Pussy 
Willow booklet. Make ostrich booklet. Picture banana. 

Special Drill:— Making outlines of stories; write from outlines. 
Quotation marks. Paragraphs. Review— did, done, saw, seen. 
Bring out question mark, period, capitals. 
April. 

First and Second IVeeks:— Write name of month. Write sentences 
using a name of a month in each; write sentences using name 
of a hoUday in each; write sentences using names of days of 
week. Write sentences telling about changes in nature. Write 
sentences telling about the silk worm, (sentences arranged in 
right order.) Write two short paragraphs on silk worm. 
Picture the story of silk from beginning. Write letter telling 
a friend what you have learned about silk worm. Copy a de- 
scription of nature in April or of rain. Copy quotations from 
books or from cards. Use possessives in connection with topics 
of week; hunt possessives in books and copy; copy from board; 
make original sentences using. Find all words meaning one and 
write them; write them when they mean more than one. Make 
sentences using words meaning one; using words meaning more 
than one. Study of silk may be used for month. 

43 



Third Week (If study of silk is not used for month) : — Picture the 
lily and copy gems telling about lily. Use in this week any of 
poems, stories, pictures. 

Fourth Week: — Write sentences telling about the pigeon and its 
habits. Use any poems, stories, pictures. 

Poem: — Copy poem; tell in your own words about pictures in poem. 
Copy any action words; write others you can and have used; 
make sentences using. Copy all name words, copy any begin- 
ning with capital letters; make name words mean more than 
one and write. Copy all describing words in poem and also 
name of thing described. Copy all phrases found in poem (after 
class work.) 

Story: — "Aurora" or "Iris." Write story from topics (after class 
work.) 

Picture: — "Aurora" by Reni. "Song of Lark" by Breton. Write 
and tell why you like picture after you have studied it most 
carefully. 

Hand Work: — Make booklet of study of silk. Design parasol. 
Weave a mat. Picture a spring landscape. Make booklet with 
mounted pictures telling story of Easter. Picture buds and 
flowers. Make raffia basket. 

Special Drill: — Make and copy in your note books, from work you 
have done: — A telling sentence tells something; it begins with 
a capital letter and is following by a period. Do same in regard 
to question, paragraph, capital letters, contractions, possessives, 
singular form and plural form etc. In other words, child 
makes his own rules from his work and copies them to keep in 
his language note book. 

May. 

First and Second Weeks:— Write names and abbreviations of all 
months; days of week; names of holidays. Write any topics on 
"dairying" having been taken in class. Write three short 
paragraphs on ' 'dairying. ' ' Copy any of words from work ; use 
words in other sentences. Picture any part of dairying and 
write about it. Use these words in telling about dairying: — 
there is, there are, there was, there were, this, these, that, 
those. Write letter (and address envelope) telling a friend 
about your visit on a dairy farm. Copy any quotations (use 
marks.) Copy some good complex sentences; make sentences 
similar. Copy any beautiful selections of literature telling 
about spring and especially May. Dairying may be used for 
the whole month. 

Third Week (If dairying is not used): — Tell in sentences about 
observations of morning glory seed to plant (sentences in proper 
order.) Copy words gathered from work. Picture from seed to 
plant and tell. Use these words in sentences: — I, me, he, him, 
she, her, we, us, they, them, is, are, was, were. 

44 



Fourth Week: — Write sentences telling about oriole. Cut and picture 
oriole and nest. Copy any selection of literature telling about. 
Use study of poem, story or picture. Use these words in sen- 
tences: — saw, seen, did, done, ran, run, set, sat, lie, lay, sing, 
sang, write, wrote, written, break, broke, broken. 

Poem: — Copy from memory any gem used during year; copy any 
poem, write from memory. Tell story of poem in your own 
words. Write (teacher) every other stanza on board, children 
fill in missing stanza. Teacher write on board different expres- 
sion, children copy stanza in which found. 

Story: — Write from outline. 

Picture: — "The Churner" by Millet. Make outline for work in class. 
Children write for seat work. 

Hand l^ork; — Make booklet of dairying. Make a May design; use 
for border, book cover. Design wall paper. Make raffia May 
basket. 

Special Drill: — Review — contractions, possessives, abbreviations, 
singular and plural, rules made and copied, correct English with 
use of words given. 

Poem as Seat Work. 

Copy all or parts of poem. (Teaches beauty of form also capitals 
and punctuation.) Copying words from poem (impressing form 
of words. ) Copying certain parts of poem to bring out some 
form of expression, beauty of thought or marks of punctuation. 
Pick out pictures and tell about each in your own words. Tell 
the story of poem in your own words. Tell what you like about 
poem. Write the rhyming words carefully; use these words for 
making rhymes of your own. Illustrate poems in various ways 
by cutting, folding, modeling, with crayon. Illustrations: — 
"Rain" by Robert L. Stevenson. On one large piece of paper, 
children could first picture toward top the rain falling on ' 'field 
and tree. ' ' Under this, they could paste a cut umbrella. Under 
the umbrella, they could paste a folded ' 'ship. ' ' 

Cutting:— Cut tree, umbrella, ship. 

Fold: — Umbrella (open or closed;) ships. 

Picture: —Field, trees and rain coming on both; umbrella with rain 
coming down; ships with rain. Combination of cutting, folding, 
picturing could be used. Illustration (2) : — (Just handling first 
stanza for pictures.) "September" by Helen H. Jackson. On 
one piece of paper place goldenrod by road side; next corn in 
field; trees bending down with fruit. Three pictures of first 
stanza. Each stanza may be pictured. Some forms of seat 
work from this poem: — Write names of flowers spoken of in 
poem. Write names of fruits spoken of in poem. Write names 
of places you have found goldenrod growing. What makes the 

45 



corn turn brown? Why are trees bending down? What makes 
' 'genti an ' s f ri nges curl? ' ' What do you mean by ' 'hidden silk ? " 
What are sedges? What is their harvest? What do you mean 
by "asters by the brook side, make asters in the brook." 
When are lanes dewy? When do fruits have sweet odors? 
What are tokens of September? What places do you think of 
when you read the first stanza of September? Describe a milk- 
weed pod. Why do you like this poem? Illustration (3): — 
"Little Birdie" by Tennyson. 

Cutting: — Cut tree, nests, mother bird, little birds. Cut bed, 
mother, child. 

Fold:— Bed. 

Picture: — Tree with nest, mother and little ones. Bed with baby, 
mother near. Might be done with combination of cutting and 
picturing. 

Stories as Seat Work. 

After a story has been told, it is reproduced in various ways, much 
of this reproduction furnishes valuable seat work. Words are 
selected from the story and copied (Impressing form of word.) 
Certain parts of the story are copied to bring out form and 
certain marks. The class reproduction is copied from board 
(written by teacher but oral work of children.) The story is 
written from an outline (after oral work. ) Children make and 
write original stories; stories from pictures; stories about pets 
etc. Children fold, cut, picture things spoken of in story; 
pictures of story; the story. Illustration ( using two old stories) : 
1 — "Three Bears." 

Cutting:— Cut home of bears, bears, bowls on table, chairs, beds, 
trees of forest. 

Folding and Cutting: — Fold and cut home of bears, beds, chairs, cut 
bowls, golden locks, trees of forest. 

Picture: — Cut thing spoken of in picture. Picture — The bears 
on their walk. Their home. Their return. If clay is used, 
things can be modeled. 
2— "Red Riding Hood:"— 

Cutting: — Little girl with basket, wolf, wood choppers, house, trees, 
bed. Mount little girl on walk among trees, wolf beside her, 
grandmother's house in distance among trees. 

Fold: — House, bed, basket, hood, cap. 

Picture: — Red Riding Hood, trees, wolf, grandma's house. Com- 
bination of crayon and cutting — The landscape can be done with 
crayon, the rest done by cutting. 

Pictures as Seat Work. 

Keep on hand a good supply of pictures to be used in various ways. 
Put before children pictures of nursery rhymes, have children 

46 



write rhyme either from board or from memory. Place before 
class mounted pictures and have them write names for pictures. 
Pass small mounted pictures, children, study and then write 
what picture tells (Third Grade.) Placing on picture before 
class, have class give as many names as possible for picture. 
Look at pictures then write and tell what you noticed first in 
each. Write description of picture using outline given (after 
oral work. ) Placing a large picture before the class, have chil- 
dren write names of objects seen; write a list of words describ- 
ing picture; write sentences about picture; write description of 
picture; tell story of picture. Mount picture on card board, 
write words around picture, have children copy words; make 
sentences using words; make story using words. The litttle 
children trace, draw, color, cut pictures, make scrap books, put 
together cut pictures. 

READING. 
Arnold Primer — Lessons Showing Seat Work. 

Page 7. Lay with corn, lentils or letters a number of times on desk 
(written form and printed) — "This is." Lay the sentence: — 
"This is Ned. " Lay "How do you do, " a number of times; then 
whole sentence. Lay the "ed" family as — Ned, red, bed, fed, 
etc. Lay "Ned" a number of times. Trace the picture found 
in book. Copy from board — "This is Ned." 

Page 8. Handle same as page 7. Build "ot" and "an" famiHes 
on desk. 

Page 9. Handle same as page 8. Build ' 'ot, ' ' ' 'ame, ' ' ' 'en" families. 

Page 10. Lay with letter builders: — "Do you see Ben?" "Do you 
see Dot?" "Do you see Ned?" Lay any families had so far. 

Page 11. Handle same as other lessons. Picture apple with crayon; 
cut or trace. Lay "an apple;" "the apple;" "this is." Copy 
from board — ' 'This is an apple. ' ' Lay any family of words. 

Page 12. Lay any or all of words found; lay any one a number of 
times; lay sentences using any of these words; lay all sentences 
you can using these words. 

Page 12. Trace picture or show with crayon the vase. Lay words 
at the top; lay any of sentences. Lay — "Dot's vase;" Dot's 
rose." Lay — "ose" family; lay r's over desk and think of sound. 

Page 15. Lay sentence ( lentils or corn) — "See this baby, " ( written 
form.) Lay under written form the printed form with letter 
builders. Lay and copy capital and small "b" all over desk 
(think sound.) Lay ( corn or lentils) — "Baby Rose. " Copy from 
board — "See this baby." 

Page 16. Lay (com or lentils) — "This is" (written and printed 
form. ) Lay written form with letter builders. Lay with letter 
builders — "See Kate's book;" lay printed form under this. Lay 
(corn) — Ben, book, Kate. Lay "B, " "b," "K." Following 
pages handled similiar to those handled. 

47 



Page 25. Lay (cord, lentils, etc. ) any of words; lay same with letter 
builders. Lay any one word a number of times. Lay — top, 
doll, drum, rose, vase, book, read and add s. Lay the same and 
add apostrophe and s. 

Page 26. Trace orange; picture orange with crayon; picture and 
cut orange. Lay ( letter builders ) — "See this orange. " Lay — 
' 'this orange" (written and printed form; ) the oi-ange, an orange 
( written form. ) Lay — "Is it your orange. Dot?" Lay (com) 
— "orange" and lay "O." 

Page 27. Lay ( letter builders ) every other sentence. Draw every- 
thing spoken of in sentence, lay sentence under thing. Draw 
things and lay names, as— "An orange;" "a flag;" "an apple;" 
a book etc. 

Pages 28-29. Draw pictures. L a y ( corn, pegs etc. ) written and 
printed letters ( capitals and small ; ) lay same with letter builders. 
Lay words found (capital and small letters. ) 

Page 35. Picture, model, or cut cherries. Lay (corn or pegs) — 
"cherries;" same with letters. Lay (corn or pegs) — "ch;" 
same with letters. Lay any sentence; lay "ipe" family 

Page U2. Lay capitals, small letters and sentences; lay any one a 
number of times, lay a certain number at a given time. Lay 
alphabet; copy from board any letter or letters. 

Page H- Trace, picture or cut a bird; model nest. Lay any word, 
words, or families; copy from board any sentence pertaining to 
same. 

Page U8. Trace, draw or cut any of pictures. Lay letters (capital 
and small, ) think sounds. Lay words (capital and small letters. ) 

Pages 52-53. Lay (corn or lentils) alphabet (capital and small 
letters ) in script and print. Lay figures. 

Page 5Ji.. Lay as suggested for other pages. Copy from board any 
sentence. Wherever script sentence is found, use for copying. 

Pages 56-57. Picture tree without leaves; with leaves; fir tree. 
Lay (corn or lentils) word leaves; lay words — summer, winter; 
lay same with letter builders. Lay any families of words. Use 
script at bottom for copy. Lay words telling kind of tree, as — 
"green," "tall," "beautiful." Lay these sentences: — "How 
green it is!" "How tall it is!" "How beautiful it is!" 

Page 60. Picture blossoms. Lay these expressions:— "An apple 
tree;" "in Jack's yard;" "an old tree;" "pink and white;" 
"In the spring;" "In the summer;" "red apples;" "beautiful 
to see;" "good to eat." 

Page 61. Lay (corn or lentils) any of words; any hard one a number 
of times. Lay rhyming words in columns, add more; Lay sen- 
tences using any of words. Copy words from board; copy sen- 
tences from board. Lay hard words found at bottom ; lay these 
words in sentences; write any sentence from board made of them. 

Page 6A. Lay figures and lay words, as — I, one. 

48 



Page 65. Lay brick wall putting in words also ladder with words; 
stockings filled with words (Christmas time;) stars; shields, 
soldier caps, flags (February) etc. 
Pages 68-69. Lay— "Mother bird;" "father bird;" hungry birds." 
Copy script on page 70. Lay any family, as — est, nest, rest, 
best, etc. 
Pages 68-69-70. Draw, model or cut the pictures. Lay (corn lentils 
or letter builders ) 

A tree! A bird! 

in the field A mother bird! 

A beautiful tree under her wings 

A nest! Birds! 

in the tree Little birds ! 

Four eggs! in the nest 

blue eggs crying to be fed 

in the nest 

in the beautiful tree 
Page 73. Lay name George; words telling all thing George has on 
farm. Draw, cut, model any of these things. Lay any family, 
as — arm, farm, harm, alarm, etc. Lay the words and expres- 
sions :— horses and cows; sheep and pigs; ducks and geese; 
rides the horses; milks the cows; feeds the sheep and pigs; feeds 
the ducks and geese. 
Page 75. This page affords much valuable seat work. Children 
lay a certain number of words in script, the same in print. 
They may lay sentences using these words:— (a) sentences like 
those on board; original sentences. Copy same words from 
board; copy sentences using words. Draw a square, place a 
certain number of words inside; draw a circle place so many in 
one half so many in another; draw any form, place words inside. 
Make families of words whenever possible. Copy elliptical sen- 
tences from board and fill blank with any word from middle 
column. Lay sentences and fill blank with right word. 
Page 81. Use for copying. 
Page 90. Use for copying. Lay any of these; lay sentences using. 

Page 96. Lay words broken into sounds and sound groups, a s — s 
un, sh ine, k ind etc. Lay any of families; lay sentences using 
any. Lay: — 

the children to-day 

High up on the children 

the great sun work and play 

for the children 
every one 
Show in crayon "the great sun" shining. 

Page 97. Show in crayon the sunflower. Show story of "Clytie. " 
Lay words and expressions: — the sunflower; this pretty sun- 

49 



flower; loves the sun; its bright face; looks like the sun. Copy 
any sentence from board or bottom of book. 

Page 98. Lay or copy- old rhyme "Jack and Jill" from board. 
Picture old rhyme. Lay these words: — North, South, lives, 
grows, plays, writes, letters. Lay all name words; families. 

Page 110. Picture or cut — squirrel, tree, (Landseer picture.) Lay 
these expressions: — squirrel, gray squirrel, in a tall tree, up the 
tree, like the wind, a picture, long bushy tail, big eyes. Lay 
any sentences: — "Not I," he says etc. Copy any sentence 
from board. Lay original sentences. Lay family chosen from 
lesson, as — ut, nut, hut, rut, etc. 

Page 117. Show Rosa Bonheur's hons or any other Hon picture. 
Trace or cut Hon. Lay word "lion;" write word "lion." Lay 
word "wild;" write word "wild." Lay expressions: — in the 
woods; ride a horse; feed the cow and the sheep. Lay sentences 
about the lion; words describing him. 

Page 118. Copy parts of Longfellow's Village Blacksmith; lay 
names of things seen in picture. Cut pony; make hen coop; 
fold barn; write names of things from board. Lay names of 
boy and pony ; ' 'blacksmith ; " ' 'shoe ; ' ' words telling kind of man ; 
"Rollo's shoes;" "Jack's shoes." Lay all name words. 

Page 120. Show scene with crayon. Fold sail boat; boat without 
sail. Cut or model boats. Lay words:— sand, boat, sail, water, 
houses. Lay expressions:— "would you;" "Do you?" "I like." 

Pages 122-127. Cut, picture or model— the Little Red Hen, cat, 
rat, duck, pig. Picture— mill; corn growing. Model — mill; 
cakes. Lay any of these: — "Not I," said the cat. Lay — "Then 
I will," said the Little Red Hen. Lay:— 

Little Red Hen began to grow 

in the garden Who will water 

some corn this corn 

have found So she watered 

will plant So she pulled 

So she planted the weeds 

Who will grind 
So she ground 
Who will make 
So she made 
Who will bake 
So she baked 
Now who will eat 
So she ate 

Picture the Little Red Hen finding, weeding, going to mill, 
making cakes, baking cakes, eating cakes. 

50 



READING. 
Stepping Stone First Reader—Lessons showing Seat Work. 

Different forms simply suggested. Select most helpful. 

(A) Preparatory to Recitation:— ChiMr en read silently sentences 
a number of times (making sure of thought and words;) read 
same from board (same written there;) reverse this order. Lay 
a number of times the hard words found; lay as many times as 
you found. (Shows where drill is needed. ) Lay sentences like 
those on board; like those in book. Lay all family words. 

(B) Folloiving Recitation (Pages 6-7):— Children lay "This is" 
over top of desk; lay after each some known word, as— "This 
is baby." Lay word "Kitty" a number of times; lay sentence 
"This is Kitty." Lay— "Ben, see Kitty" a number of times. 
Lay— en, an, ate families. Trace, color, cut pictures; write sen- 
tences; lay last three. Copy from board any written sentence. 
Do not copy print or try to put print in written form. 

Page 8. {A) Preparatory to Recitation:— Redid silently sentences 
for thought. Lay hard words. Lay family words. Lay sen- 
tences like those in the book; like those on board. 

{B) Folloiving Recitation:— Lay— "Kate can run," and "Run, 
Ben." Lay "Run" and "run" a number of times. Lay sen- 
tence— "Run, run, run!" Lay the un, an, en famihes. Lay 
expression "like to run" a number of times. Lay any or all of 
sentences like those on board (same as book. ) Trace picture 
and lay sentences telling what they are doing. Trace pictures, 
lay sentences telling what you see. Trace picture and write 
sentences from board. 

Page 9. (4) Preparatory to Recitation:— Read sentences silently 
a number of times both from board and book. Lay new words 
a number of times. Lay all family words. Lay expressions— 
"the ball;" "a cup. " Draw any picture found, lay name under. 

{B) Following Recitation:— Lay any one or more sentences; write 
any one or more sentences from board. Lay the "all" and "up" 
families! Write all familiee from the board; write without look- 
ing at board. Trace any picture; lay stories under; write stories 
under. 

Page 13. (A) Prepartatory to Recitation ( Same as suggested. ) 

{B) Following Recitation:— Lay— "1h\s is" and "I like" a number 
of times placing after them words to finish sentence. Lay— "I 
see you, good Fan. " Lay any one or all of sentences; write any 
from board. Lay— ow, ike, ood families. Lay word "good" a 
number of times and after it any word from list; write from 
board. Trace picture and write under it ' 'a cow. ' ' Trace picture 
and lay sentences under. Trace picture and write sentences 
from board. 

Page 18. Read sentences then lay and fill in. 

51 



to little Fan 


drink 


to drink 


to eat grass 


water 


drinks milk 


takes 


too 


come 




brook 





Page 19. (A) Preparation for Recitation — same. Also lay these 
expressions:— "This is;" "little hand;" "a ball;" "little ball;" 
"Come;" "come;" "Baby has;" "Can you." 
(B) Following Recitation:— Lay any of above expressions, write 
them from board. Lay the "and" and the "all" family; write 
from board different families; write from memory. Trace 
picture, write under "This is baby." Trace picture and lay 
under sentences; trace and write under sentences. 
Page 22. (A) Preparation — same. And lay: — 
Fan has 
to the brook 
with her 
Baby Fan 
Old Fan 
of Baby Fan 
She is 
(B) Following Recitation: — Lay any or all sentences. Lay "Baby 
Fan;" write it. Lay any of list above; write same from board. 
Lay — ook, ake, ink, ike families; write any of same from board 
or from memory. Copy from board — old, brook, grass. Make 
and write sentences using any expressions in list. Trace 
picture; lay sentences about it; write those on board; write 
original; write names of all you see. 
Page 2i. Lay sentences as in book, lay answers; lay question, write 

answer; write question from board, lay answer. 
Pages 25, 26, 27, 28. Draw pictures, lay names (letter builders;) 
draw pictures, lay a sentence about each; draw picture, write a 
short sentence about each. Copy written names from board. 
Page 29. Copy any letter a number of times; copy all letters in 
very best writing. Find and lay words beginning with these 
letters; lay words from memory. Lay sentences beginning with 
any of these letters. Copy figures a number of times. 
Page 30. Lay figures with names under; write figures with names 

under. 
Page 33. {A ) Preparatory to Recitation : — Same as in earlier lesson. 
List of expressions to lay or write: — 

This boy ten chickens to drink 

Baby Bess the dog's name 

Fred's sister to little Bess 

Fred has with her 

a big dog her milk 

In teaching possession write whole sentence as— "Baby Bess is 
Fred's sister." After thought is gained erase all except — 
"Fred's sister" etc. 

(B) Following Recitation: — Lay or write any or all of sentences. 
Lay or write any expressions from list; lay or write sentences 

52 



using. Find and lay sentences in which expressions are found. 
Lay or write these expressions and finish with words: — "Fred 
has;" "Fred is" etc. Lay or write these families: — ed, ess, ig, 
og, et, ish etc. Lay sentences using these words. Lay or write 
these words — sister, chicken, swim. Lay in one column: — boy, 
chicken, dog, fish etc. Lay in another: — boys, chickens, dogs etc. 
Page 35. Lay question with letter builders and under each lay ans- 
wer; write question, lay answer; lay question, write answer. 
Lay or write any of list: — 

sister's name brother's name 

What is Can you 

Have you a baby brother 

Do you of baby 

run like Ben A cow 

just like Kitty 
a baby sister 
Find and write sentence in which these are found; make sen- 
tences using. 
Page 37. Lay any of families found; lay sentences using words of 
family. Lay families, then write; lay sentence then write.. 
Picture any of words in families, as — est family — nest. 
Page JfS. Lesson read by two children as dialog. Handle as 

others were handled. 
Page Jt6. {A) Preparation — same. Lay or write these expressions : 
by the sea his father's boat 

a fisherman can swim 

a little fisherman like a fish 

a boat swim and sail 

Jack is the sea 

He has Do you like 

Can sail 
{B) Following Recitation: — Lay two or more sentences. Lay: — 
Jack lives He has Can you 

Jack is He can Do you 

Lay or write any of following famihes:— oat, ail, im, ish, ea; 
lay sentences using these words. Find sentences in which 
any expressions from list are found, write sentences. Lay or 
write sentences about picture. Write — fisherman, boat, sail, 
swim. 
Page 50. Lay any of words found; lay in sentences. Copy any of 
these words from board or sentences using same. Lay all 
families, add more words. Draw anything for which word 
stands, write word under; sentence under. Lay sentences tell- 
ing what you find on farm, in field etc. Lay or write sentences 
telling what father, mother, brother, sister do. Lay sentences 
telling about fish, horses, boats, chickens. Draw and write 
what a fisherman does or a farmer; draw things they use. 

53 



Show children in field gathering flowers, copy "children" and 
"flowers" from board. Write sentence — "The children gather 
flowers." Copy or lay words coming under "to." Look over 
lesson, copy, lay sentences where these words are used; make 
sentences and lay; copy any from board. 
Page 55. {A) Preparation: — same. Lay or write any expressions 
from list: — 

an apple on the tree 

under the apple tree • I love 

likes to eat Come down 

the ripe red apples Sweet apples 

is singing ripe apples 

Red apples 
{B) Following Recitation: — Lay or write the quotation beginning 
with "Red" and ending with "me!" Find sentences having in 
any expressions from list, write them. Lay and write these 
famlies of words:— ound, ipe, ed, ing, eet. Lay or write all 
words beginning with capital letters. Lay or write "an apple;" 
as many sentences about an apple as possible. Lay or write "I 
love;" finish with word. Lay and write all words telling kind 
of apple. Lay or write: — an egg, an orange, an apple, an ape, 
etc. Lay, draw, cut or color an apple, an apple tree; hang words 
on tree. Lay or write names of any other trees, any other 
fruits. Make an apple border booklet. Write names of other 
things red; other things sweet. 
Page 68. {A) Preparation — same. After you have read poem 
several times, see whether you could answer these questions : — 
(1) Why love the cow? (2) How does she spend her time? 
Write answers to these questions. Write the rhyming words. 
Copy one stanza or more of poem. Lay or copy these expres- 
sions: — 

friendly cow pleasant light 

red and white And blown 

with all my heart by all winds 

with all her might that pass 

with apple tart And wet 

wanders lowing by all showers 

here and there She walks 

And yet Among meadow grass 

pleasant open air And eats 

the meadow flowers 
{B) Following Recitation: — Copy any stanza from book or copy 
poem. Copy word or expression (hard.) Copy all name words; 
describing words. Copy rhyming words and build families; 
write sentences using; make rhymes of your own. Picture with 
crayon any part of poem, as — "walks among the meadow grass. " 
Cut cow, make cow booklet. Write sentences telling what cow 
eats; naming parts of body; how used. 

54 



Page 87. He knows the nursery rhyme by heart. He can then find 

words by place in line. 
{A) Preparatory to Recitation:— Write rhyming words, add others. 
Write any of following expressions from board: — 
Little Boy Blue 
your horn 
The sheep 
in the meadow 
the cows 
in the corn 

Where's the little boy 
After sheep 

He's under the haystack 
fast asleep. 
Picture Boy Blue; play Boy Blue. 
{B) Folloiving Recitation:— W rite or lay any or all of lines. 
Write rhyming words; make other rhymes. Make families of 
words; use in sentences. Write contractions and words:— 
Where's— where is, he's— he is. Write sentences using. Cut or 
picture Boy Blue, write sentences under. Use all words describ- 
ing sheep; tell what they eat. Make Boy Blue booklet. 
Pages 90-91-92. (A) Preparatory to Recitation:— Study picture 
carefully before reading. Read silently several times. Think 
what woman is doing. What is before her? What is her name? 
Have you ever seen any one make butter? Where does milk 
come from? What does she do with milk? Where does she put 
cream? What happens? Tell how Elsie looks. If you feel 
thankful to her, what do you say? What say to cow? What is 
standing against Elsie? What does cat like? After read, 
answer any of these questions. Copy all family words. Copy 
words found at top also these words— every, pailful, covered. 
Copy any expressions from list: — 

Good Elsie into milk pans 

making butter In the morning 

the big churn into her churn 

every night and every morning goes the dasher 
a pailful up and down 

gives Elsie 
of sweet milk 
Elsie puts 
(B) Following Recitation :— Copy words from top of page ; make sen- 
tences. Copy any expressions from list, make sentences. Break 
words into sounds and sound groups. Make any families of 
words. Study picture again. See first woman working then 
see her surroundings. Tell in sentences about this. Write 
names of all objects seen in picture. Tell in sentences about 
making butter. 

55 



Page 96. (A) Preparatory to Recitation: — Recited through by 
teacher; children read; if it has been used as recitation words 
are easily acquired. Copy words ending in "ing" as often as 
found. Copy rhyming words. Close eyes and picture. 

(B) Following Recitation: — Copy or lay any stanza or lines of a 
stanza. Copy rhyming words and make families of words; use 
these in sentences; make rhymes using these words. Write in 
short sentences what poem tells. Picture poem, write any lines 
under. Write in short sentences what you know about a mill. 

Page 105. {A) Preparatory to Lesson: — Read through for thought. 
Poem part copied. Copy these words: — hundreds, weather, 
dewdrops, dawn, purple clover, butterflies. Copy rhyming 
words, as — sky, by; dawn, lawn; together, weather; clover, over. 
Copy or lay these expressions: — 

my mother from morning till night 

the best mother sings sweet songs 

in the world with all our hearts 

like sunshine 

(S) Following Recitation: — Copy or lay poem. Copy word "Hun- 
dreds" as often as found; use in sentences. Copy or lay:— of 
stars, of shells, of birds, of bees, of dewdrops, of lanes, of butter- 
flies; make sentences using any of these in making. Copy rhym- 
ing words; make families of words; make sentences using; make 
other rhymes; make rhymes using other words. Picture or cut 
stars, write line telling about stars. Picture shells on shore, 
write second line. Picture or cut birds, write third line. Picture 
or cut bees and hives, write fourth line. Picture sky at dawn 
and flowers, write fifth line. Picture and cut purple clover and 
lambs, write sixth line. Picture butterfly over flowers, write 
seventh line. Study picture carefully on page 104, write as 
many names as possible for picture. Tell about picture in short 
sentences: — (a) About mother and little girls — what they are 
doing. (6) About surroundings. Write names of different 
things seen in picture; tell something about each. Write in sen- 
tences why you like picture; what you think of mother. Copy a 
poem from board telling of mother care. 

Page 107. Use any five words for copying; making sentences; build- 
ing families. Copy all words beginning with certain consonants; 
ending with some certain one. Copy all words beginning with 
certain vowels; having in certain vowel sounds. Copy all words 
having certain combination of letters. 

Page 112. Read silently for thought. These words copied:— (A) 
Christmas Day, stockings, enough, Santa Claus, waited, awoke. 
Make sure of these expressions (lay or copy) : — 

Christmas Day to fill the stockings 

all the children big round moon 

every day was shining 

56 



could be cold and white 

hang up I think 

our stockings fell asleep 

so little When I awoke 

They say full of toys 

stockings full 
Brake words into sounds and sound groups :—l ike, wish, night, 
hang, etc. 

(B) Following Recitation:— Copy or lay any part of story. Find 
sentences and lay having in word from list. Write all words 
with capitals. Make sentences using hard words. Write short 
sentences telling why you like Christmas; what you want for 
Christmas. Write and lay words found on page ; make sentences ; 
make families. Draw or cut stocking, show inside what want. 
Draw stocking, place inside all hard words. Picture— things 
you want for Christmas; "big round moon;" Santa Claus. 
Write names of all things might be in "pack. " Make sentences 
using ' 'Christmas Day, ' ' ' 'Santa Claus. ' ' Copy Christmas poem 
from board, telling of old Santa. Picture children hanging 
stockings. 

Page 127. {A) Preparatory to Recitation: — Poem used for mem- 
ory work, knowing poem helps with new words. Preparation — 
same. 

{B) Following Recitation:— Copy any line or lines bringing out use 
of quotation marks, comma after name of person etc. Write 
sentences telling about "birdie;" about "baby." Lay and write 
rhyming words; add other words to rhyme; make rhymes of any. 
Lay sentences in own words about:— (a) Birdie in nest; (h) 
Baby in bed. Arrange sentences in right order. Copy poem 
from board. Picture— "Birdie in nest;" write sentences under. 
Picture— ' 'Bady in bed ; ' ' write sentences under. Cut or picture 
— birds, nests, beds, etc. Construct bed; model nest. Copy 
from board and use in sentences: — long, longer, longest, strong, 
stronger, strongest. 

READING. 
Stepping Stone Second Reader— Lesson Showing Seat Work. 

So many good suggestions for seat work are already given in this 
book. ( Stepping Stones Second Reader. ) 

Pages 11-12-13-14-15. (A) Preparatory to Recitation:— Children 
read silently for thought then write answers to these questions: — 
Where was "Chicken Little" and what happened to her? What 
did she do? What did she say each time? Name all to whom 
she talked. What happened to all? Count the number of parts 
(paragraphs) and write any ones selected. Copy all quotations; 
all questions; all statements; all words written with capitals, 
etc. Write other names for story. Copy any hard words or 
family words. Use seat work on page 15 (bottom. ) 

57 



(B) Following Recitation: — Copy any certain part to bring out 
certain marks. Make and write original sentences about dif- 
ferent characters of story. Write all the name words; action 
words; describing words. Write all words meaning one; more 
than one. Cut or picture story. 

Page 25. Copy poem. Copy rhyming words. Picture on page 24. 
Study picture. Write story picture tells (arrange sentences.) 
Write names of things seen in picture. Write and tell why you 
like picture. 

Pages 26-27. Use Landseer pictures with lesson. 

Page 30. Read silently. Write and tell how many paragraphs. 
Write a sentence telling what each tells about, as — (1) Where 
tree is. (2) Where vine grows. (3) Where grapes hang. (4) 
Mr. Fox. (5) How he tried to get them. (6) Result and what 
he says. Copy any quotations or any hard words. Use words 
given at bottom. 

Page 31. Study picture and use suggestions at bottom. 

Page 3Jt. Copy any number of words; use in sentences; gather in 
families. Write other words for lists. Copy all name words; 
action words; describing words. 

Page 39. Copy poem. Copy rhyming words; make families. Tell 
about poem in own words, as — Who is speaking? Name and 
describe different places visited etc. 

Page 38. Draw the picture. Describe what is seen in sentences. 

Page 52. Preparation for Recitation : — Same as given in regard 
for thought and new words. Write number of paragraphs. 
Tell number of sentences in each, as — "There are two sentences 
in the second paragraph, ' ' etc. Tell what each paragraph tells 
about, as — (1) Ones in story. (2) Crow and meat. (3 and 4) 
Scheme of fox. (5) What crow did. (6) What happened 
Copy any quotations, questions, exclamation, etc. Following 
recitation: — Any above plans can be used. Use words at bottom 
in sentences. Cut or picture story. Write story in own words 
following topics. 

Page 53. Do as suggested. 

Page 5^. Copy poem. Copy and write words standing for con- 
tractions: — don't, I've, I'm, they 're; use in sentences. 

Page 55. Study picture. Write in your own words telling first 
about girl and dog then about meadow, sheep, sky, tree. 

Page 59. (A) Preparation for Recitation:— same. Copy and use 
in sentences any of following: — 

Once upon a time into the water 

a large piece his image 

said to himself another dog 

by myself jumping into water 

ran off already had 

with it there was nothing 

As he crossed the bridge for being so greedy 
he looked down 

58 



(J5) Following Recitation:— kny above can be used. Copy quota- 
tions; any or all of story. Picture or cut story. 

Page 73. Copy poem. Copy quotations of poem; copy answer of 
book. Copy rhyming words. 

Picture Page 72. Study carefully. Telling in sentences first about 
mother and child, and then tell about surroundings. Make two 
paragraphs of story. 

Pages 75-79. {A) PreparatorTj to Recitation:- Find number of 
paragraphs; write names for different paragraphs; write any of 
paragraphs. Copy any hard words. Write sentences to ques- 
tions (on board.) 

(i5) Following Recitation: — Write story in own words, making just 
three paragraphs. These topics could be used— (1) Bear's 
morning walk. (2) Golden Locks in Bear's house. (3) What 
happened. Copy all hard words; quotations; words with capitals 
etc. Copy phrases teacher places on board; make sentences 
using. Cut or picture story. 

Pages 81-83. (A) Prepai^atory to Recitation:— Read through to get 
thought. Write other names for story. Give names to para- 
graphs. Name number of good pictures you see in story (write. ) 
Copy hard words and any of these expressions: — 

a country mouse tasted such dainties 

a town mouse set before her 

H visit a fine piece 

a broad plowed field hardly believe 

on the wheat stalks with great delight 

which she found spoke truly 

very hard fare of the pantry 

your scanty dinner hardly escaped 

In my town house aimed at them 

smacked her lips So it happened 

hungry country mouse pantry shelves 

felt hungrier finest food 

gladly promised were filled 

set out together whenever they tried 

have feast died of hunger 

in the furrows to enjoy 

can dwell in safty 

Use any of them in sentences. 
(B) Following Recitation:— Any above plans can be used. Follow 

suggestions on page 83. Picture or cut story. 
Page 90. Copy poem. Picture flag. Make booklet. 
Page 98. Picture or cut snow crystals. 

Pages 116-118. {A) Preparatory to Recitation:— Reading through 
to get thought. Write answer to questions (teacher's) on board, 
as— (1) Where was smithy? (2) Describe blacksmith. (3) Tell 

59 



what he does "week in week out." (4) Tell about children, 
(5) What does he do on Sunday? etc. Copy any hard words or 
any of these expressions : — 

under a spreading chestnut tree 

the village smithy 

a mighty man 

with large and sinewy hands 

of his brawny arms 

like the tan 

with honest sweat 

week in, week out 

from morn till night 

bellows blow 

swing his heavy sledge 

with measured beat 

from a threshing floor 

singing in the village choir 

the flaming forge 

fortunes must be wrought 

on its sounding anvel etc. 

smithy 

a mighty man 

sinewy 

brawny 

crisp 

like the tan 

honest sweat 

the whole world 

bellows blow 

heavy sledge 

forge 

fly like chaff 

rejoice 

attempted 

night's repose 

wrought 

anvil 
Make sentences using any of these. Write what each stanza 
tells about, 
(B) Following Recitation: — Any of above can be used. Copy any 
part of poem; tell poem in your own words. Picture poem; make 
booklet of poem. Write names of all describing words; use in 
sentences. Write names of all action words; use in sentences. 
Page 129. Use for copying. 

Page 132. {A) Preparatory to Recitation: — Getting thought of 
poem. Copy hard words. Copy rhyming words. Copy any of 
these words or expressions: — 

60 



stuck to play 

sleepsin — by 

fright my mind 

slumber hold me tightly 

lawn 

before the morning 

behind the wood 

the sun is going down 

with linen smooth and fair 

in the lilacs 

round the lawn 

Write answers to these questions: — 

What do you mean by "before the morning?" 

Why was the little boy happy? 

What time of day in second stanza? 

When does sun go down? 

How does sky look at this time? 

What time of day in third stanza? 

What time of year? 

How tell the time of year? 

What mean by "Sleepsin— by?" 

What time of day in fourth stanza? 

How does sky look? 

What mean by slumber holding tightly? 

When is dawn? 

What kind of bird is a thrush? 

Where do they build? 

What in the last stanza tells you time of year? 

What in the last stanza tells you time of day? 

(B) Following Recitation: — Any of above can be used. Write 
story of poem in your own words. Write and tell why you like 
poem. 

Page lJt3. (A) Preparatory to Recitation:— Ks suggested for 
others,— getting thought, writing hard words. Finding number 
of paragraphs, giving names. Writing and telling how many 
sentences in each paragraph; kind of sentences; how they begin 
and end. 

(5) Following Recitation:— Any of above can be used. Write story 
in own words making just three paragraphs. Use these topics : — 
(1) Finding water. (2) Attempts to get it. (3) Result. Cut 
or picture story. 

Page 158. Copy any number of words; use in sentences; make 
families. 

Page 158 gives valuable seat work any time during day. 

61 



NUMBER. 

First Grade Seat Work. 

Counting. 

Under "Uses of Materials" many First Grade forms of Seat Work 
have been given. Just a few lessons will be given here show- 
ing recitation and forms of seat work to follow. 

(A) Recitation: — (Teacher finds that number is known in right 
relation as far as three.) Children count different objects this 
far. 

(B) Seat Work: — Children count (corn, pegs or lentils) in piles of 
3's all over desk; make triangles of each pile. 

(A) Recitation: — New number relation is four. Children count 
four using different objects. 

(B) Seat Work: — Count piles of 4's all over desk; make square of 
each pile. 

{A) Recitation: — New number relation is five. Children count 

five using different objects. 
(B) Seat Work: — Count piles of 5's all over desk; make pentagons 

of each pile. 

(A) Reciation:—New number relation is six. Children count six 
using different objects. 

{B) Seat Work: — Count piles of 6's all over desk; make hexagons 
of each pile. This can be continued as far as desired. Different 
days use different objects at desk. 

{A) Recitation: — Countings by I's. 

(B) Seat Work: — Arrange pegs in number order on desk — I, II, 
III, nil, etc. 

(A) Recitation: — Association of number, figure and word. 

(B) Seat Work — ^Arrange pegs on desk in order of counting; place 
under each the word (one, two or three etc. ;) place under word 
the figure (1, 2, 3, etc.) 

(A) Recitation:— Figures in order and neatly made. 

(B) Seat Work: — Copy figures from chart or board; copy between 
lines. Few more forms: — One day make 3's; another make 8's 
etc. Write figures as far as counting goes. Count all pegs in 
shoe box by I's, write figures on paper as count. Make one red 
line, write "one" (colored crayon. ) Make one red and one blue, 
write "two." Make two red and two blue write "two" over 
each. Make two red and two blue (close) write "four." Make 
one red line, one red circle, one square, one triangle; write 
' 'one" over each. Make two blue lines, two circles, two squares, 
two triangles; write "two" over each. Make three yellow 
leaves, three yellow apples, three flags, three cups; write 
"three" over each. This may be carried on to other numbers. 

62 



Seeing Groups. 

{A) Recitation: — Seeing "two" as a group— two pieces of chalk, 
two blocks, two pencils, etc. 

{B) Seat Work: — Build (pegs, com, lentils) all over desk groups 
of 2's, place under each pile tiny figure 2. Other forms:— Cut, 
draw, or lay two vertical, horizonal or oblique lines. Build 
with pegs anything having two sides. Build on desk two lines, 
having between each set two apples, two leaves, etc. Show 
groups of 2's of as many things as can make— ladders, chairs, 
etc. After seeing groups of 2's, then count by 2's. 

(A) Recitation: — Count objects by 2's; count without objects. 

(B) Seat Work: — Place pegs over desk, as— II, IIII, IIIIII, etc.; 
place figures under each as 2, 4, 6, etc. Other groups 3, 4, 5 can 
be handled in same manner as 2. After seeing three as group, 
count by 3's. After seeing four as group, count by 4's. After 

seeing five as group, count by 5's. Write sentence "I see 

( Fill blank with two objects) then write" I see 2 (write name. ) 
Do same with expression "I have." 

Combination. 

(A) Recitation ("Two and two," addition):— Each child standing 
around number table takes from pile in center four blocks. He 
tells sentence— "I have four blocks. " He places blocks in piles 
"Two and two." He tells problem: — "Two blocks and two 
blocks are four blocks." 

( B ) Seat Work : — He places pegs all over desk in piles two and two. 
Other forms:— Place yarns and twines in two bundles having 
two in each. Trace around any card board form, place inside 
"two apples and two apples, " draw any of the forms traced and 
any other objects placed inside. Draw groups of two and two 
of any objects; from board; from memory. Associating figures: 
— Lay number story, place figure story under; draw number 
story inside any form, place figure story under. Show domino 
as suggested under "Domino." Other combinations can be 
handled in like manner. 

(A) Recitation (Four less two): — Children work with blocks on 
table. 

(B) Seat Work:— hay pegs "two and two" all over desk lay peg 
obliquely on one group (two) showing it is crossed; trace around 
any form and show inside as shown with pegs. Draw any 
group of 4's of any things, — cross two of each. Show with 
domino the subtraction combinations. Lay figure story — 
4 — 2=. Other combinations can be handled in like manner. 

{A) Recitation (addition — abstract): — 

2+2= 2 11 

3+1= ^ 3_ 3_ 

1+3= 

63 



B) Seat Work:— Copy from board and place answers. (Pegs or 
corn at each desk, if he does not know answers, he finds. ) 



(1) 



(2) 



(3) 



(4) 



(5) 



2+2= 
3+1= 
l-^3= 



2+?=4 2 

3+ ?=4 J^ 
l+?=4 4 



?+2=4 
?+l=4 

?+3=4 

?+?=4 
?+?=4 
?+?=4 



2+2= ? 

3+?=2 2^ 

? + 3=4 4 



Same forms carried out with any number. 
(A ) Recitation ( subtraction — abstract) : — 

2+2= 
4—2= 
3+1= 
1+3= 
4-3= 
4-1= 



3 1 

? ? 



3 ? 
_L A 

4 4 



(5) 
(1) 



Seat Work: — Copy from board and place answer. 



4-2= 
4-3= 
4-1= 
4-4= 



4 
-2 



4 
-1 



4 

-4 



Go back to addition for fact. 



(2) 



4-?=2 
4-?=l 
4— ?=3 
4— ?=0 



4 

? 



4 
— ?^ 
1 



64 



(3) 4— ?=2 4 ? 4 4 

?— 3=1 -zL —1 -^ —L 

4—1= 1 
4— ?=0 

Same forms carried out with any numbers. More forms of seat 
work:— Copy combinations from addition chart, write answers; 
copy from subtraction chart, write answers. Copy certain com- 
binations from chart, write answers and make original problems. 
Copy certain combinations, write answers then make up other 
combinations making up number. Make chart at desk, put in 
answers. Lay with number-builders all combinations making 
"four," lay answers; lay all subtractions within "four," lay 
answers. Lay additions and subtractions and copy on paper. 
Lay any on boards, charts or cards and lay answers. Lay any 
from memory and lay answers. 

(A) Recitation:— (1) Problem— There are two apples on one plate 
and two on another; how many on both? (2) Children place two 
pegs in one group and two in another. (3) Answer— "There are 
four apples. ' ' 

(B) Seat Work: — Simple problem put on board. Child copies from 
board this much and fills in:— "There are- apples." Copy any 
abstract problems from books (guide) place these on board or 
cards. 

Form Study. 

( A ) Recitation :— Study of square— Name ; number of sides ; number 
of corners; equal sides; equal corners. 

(B) Seat Work:— Lay (pegs, corn, etc. ) squares over top of desk. 
Draw or cut squares, place inside any word or number com- 
bination. 

(A) Recitation: — Square in comparison with others. 

(B) Seat Work:— Lay, draw or cut a one inch square. Lay, draw 
or cut a two inch square. Lay, draw or cut a four inch square. 
Paste these squares side by side, write simple statements tell- 
ing comparison. 

(A) Recitation: — Study of dividing lines (squares) making oblong, 
making triangles. 

(B) Seat Work: — Draw, cut or lay squares one size putting in 
diameters; squares of different size. Draw, cut or lay of one 
size putting in diagonals; squares of different size. Make 
designs and borders of squares. Other forms used in like 
manner as square. With seven sticks:— Form a triangle and a 
square; three connected triangles; two connected squares. With 
nine sticks of equal length:— Form three separate triangles; 
make one oblong twice as long as wide and one triangle; make 
four connected triangles; make oblong with eight and divide 

65 



oblong with other. With twelve sticks: — Form four separate 
triangles; three separate squares; six square corners. 

Comparison. 

(A) Recitation: — Compaving lines of different lengths. 

(B) Seat Work:— Lay or draw lines twice as long as given line; 
three times as long; four times as long etc. Much seat work of 
this kind can be found in Primary arithmetics. Forms can be 
compared same as lines. 

Fractions. 

{A ) Recitation (one half of single thing):— Objects (apple, square, 
circle, etc. ) cut in half in front o f child. Child fold and cut 
squares, circles etc. 

(B) Seat Work: — Children trace around card board form, divide 
in halves, color one-half, write J. Divide oblongs and squares 
by diameters; by diagonals. Color J. Divide circle by diame- 
ters, color. Divide any forms and color. Cut circles, squares, 
oblongs etc.; divide by folding; color. Any of cut forms can 
be mounted showing that they have been divided; problems 
made can be written under. Make designs and borders of cut 
forms. 

(A) Recitation (one thing one-half as large as another): — Show 
with lines, sunfaces, solids. 

(B) Seat Work ( when shown with lines ) :— Draw line one inch, next 
to it line two inches (different colors over paper.) Other 
forms:— Draw lines in color, then draw hnes one half other 
( horizontal, vertical or oblique. ) Lay or cut lines showing one 
one-half the other. 

Seat Work (surface) :— Lay (pegs or corn) squares one one-half 
other; lay oblongs. Cut squares one one-half other; cut oblongs. 
Draw and color surfaces one one-half other. 

Seat Work (solids): — Model cubes one one-half other; model other 
solids. Build (inch cubes ) solids one one-half other. 

{A ) Recitation: — (One-half of group of things):— Divide objects in 
piles with same number in each pile. 

(B) Seat Work:— hay (pegs, corn, lentils) in piles of 4, 6, 8, 10; 
divide each into two equal groups. Other forms:— Divide square 
into two equal parts and divide four pegs intotv/o equal groups, 
place one-half of four in each half of square; same done with 
other forms and groups. Draw six red lines so as to show two 
equal groups; draw six small squares showing halves of six; 
draw six of a great many different things divide in even groups, 
copy from board showing things divided into equal parts. Count 
pegs in piles of certain number in each pile, over top of desk 
divide piles in equal groups. Count different numbers in differ- 

66 



ent piles and divide each pile into two equal groups. Make 
piles of unequal numbers and divide. Place number builders 
showing problems on board, as — One-half of four. One-half of 
six. One-half of eight. One-half of ten. Place answers to 
these. Make problems, lay problems and answers. 

FOLLOWING NUMBER OUTLINE ( FIRST TWO MONTHS. ) 

Second Grade. Seat Work. 

September. 

Sets of Primary Arithmetics passed during seat work period, chil- 
dren work from books. Boards, cards and charts used. 

(A) Recitation: — Count to 100. 

(B) Seat Work: — Write numbers to 100 looking at chart; without 
looking at chart. 



{A 
(B 
{A 
(B 
(A 
(B 
(A 
{B 
{A 
{B 
{A 
{B 

(A 
(B 
{A 
IB 



{B 

(A 
{B 

{A 
{B 



Recitation:— Count by 5's to 100. 

Seat TV^or/c:— Write numbers by 5's to 100. 

Recitation: — Count by lO's to 100. 

Seat Work: — Lay bundles of lO's and write lO's to 100. 

Recitation: — Count by 3's to 30. Write figures. 

Seat PForA;:— Count by 3's and write 3's to 30, 

Recitation:— Count by 4's to 40. Write figures. 

Seat Work: — Count by 4's to 40, write 4's to 40. 

Recitation: — Difficult combinations reviewed. 

Seat Work:— Copy difficult combinations, write answers. 

Recitation: — Work with addition table. 

Seat Work:— Copy addition table, write answers. Same with 
subtraction table. 

Recitation: — Review all combinations of certain numbers. 

Seat Work: — Write from memory and write answers. 

Recitation: — Write addition and subtraction combinations. 

Seat Work: — Write from memory addition combinations and 
then make all subtractions possible. 

Recitation: — Fundamental operations with any number with- 
in 12. 

Seat Work:— Copy problems from board or book and write 
answers. 

Recitation: — Develop table of 2's. 

Seat Work:— Lay table of 2's with pegs, write table on paper 
both ways, as— 2x1 and 1x2 etc. 

Recitation: — Drill on table out of order. 

Seat Work: — Copy table from board (out of order) and write 
answers. 

67 



(A) Recitation: — Drill on table in order. 

(B) Seat l^orA::— Write table from memory with results. 

(A) Recitation: — Develop division table. 

(B) Seat Work:— Write division table with results. 
(A) Recitation: — Short column addition. 

{B) Seat Work:— Copy problems from books, board, cards and 
write answers. Review seat work of First Grade with frac- 
tions— J, i, h- 

(A) Recitation: — Fraction \ (addition and subtraction): — 

11 2 1 

( B ) Seat Week: — \ — = ; -^ 5"= Show by dividing 

squares, circles, oblongs, etc. 

(A) Recitation: — So many halves; make how many whole? 

(B) Seat Work: — Divide circles, squares etc., and paste show whole 
and number more. Review table of 2's, write in order; write 
out of order. 

(A) Recitation: — Develop table of 3's. 

(B) Seat Work: — Lay (pegs) table of 3's on desk; write table both 
ways; write table from memory; write table out of order. 

(A) Recitation: — Develop division table of 3's. 

(B) Seai PForA;:— Write table both ways; write out of order. Make 
problems and write from tables; solve problems made. 

(A) Recitation: — Add short columns of figures without carrying. 

(B) Seat Work: — Copy problems from boards or books, write ans- 
wers. Work with fractions as in September. Showing addition 
and subtraction problems for seat work. 

(A) Recitation: — Showing lines, surfaces or solids one one-half as 
large as other. 

(B) Seai Vro?'A::--Picture; draw or cut lines to show. Cut and paste 
surfaces to show. 

(A) Recitation: — Showing fractional part of group — J, I, |, J of 
any number within that studied. 

(B) Seat Work: — Pegs on desk. Copy work from board or books 
and write answers. Make problems and write answers. Show 
halves, fourths, thirds mounted; make problems. 

(A) Recitation: — Work with eights. Divide lines, squares, circles, 
etc. 

(B) Seat Work: — Divide lines, squares or circles at desk. Paste 
showing problems on board, as — 

8'^8 8^8 8^8 

{A) Recitation: — Develop — 12 inches =1 foot; 12 things =1 dozen, 
(J5) Seat Work: — Copy this. Work problems found on board. 



(A) Recitation:— T!a\k about clock face. 

(B) Seat Work:— Draw clock face, make problems. 

(A) Recitation:— Learn different pieces of money. 

(B) Seat Work:— Draw and tell what each piece equals in cents; 
write names of different pieces. 

(A) Recitation: — Play store with money. 

(B) Seat Work:— Make and solve store problems. (Problems take 
in addition, subtraction, (especially) multiplication and division.) 

October. 

(A) Recitation:— Review 3's to 30; 4's to 40; lO's to 100. 

(B) Seat Work:— Write 3's to 30; 4's to 40; lO's to 100. 
(A) Recitation: — Count 2's to 50. 

{B) Seat Work:— Lay and write 2's to 50. 

(A) Recitation:— Count lO's to 200. 

(B) Seat Woi-k:— Lay bundles of 10 's to 200, write numbers to 200. 

(A) Recitation:— Count lO's to 100; count lO's to 200; count lO's to 
300; 100 's to 300. 

(B) Seat Work:- Lay bundles of lO's to 100, lay another hundred* 
lay another hundred. Write numbers by 10 's to 100, by 100 's 
to 300. 

(A) Recitatio7i:— Reviewing 6, 8, 10, 12. 

(B) Seat Work:— Write all combinations of 6, 8, 10 or 12. Write 
subtractions. 

(A) Recitation: — Combinations of 14 (addition.) 

(B) Seat Work: — Copy combinations from board placing answers ; 
write from memory. 

(A) Recitation: — Combinations of 14 and subtractions. 

(B) Seat Work :— Copy combinations from board, make subtractions ; 
write from memory and place answers of additions and subtrac- 
tions. Handle 16 same as 14. 

(A) Recitation: — Addition of columns. 

(B) Seat Work:— Copy problems from board or book (sum not over 
16) and write answers. Lay bundles of 14, of 16. 

(A) Recitation: — Count to 200. 

(B) Seat Work:— Write numbers to 200. Copy addition table and 
place answers. 

(A) Recitation: — Increasing and diminishing numbers of two 
orders by 1, 2, 3, 4, 5 or 6. 

(B) Seat Work:— Copy from board or cards and write answers. 
Make problems for seat work as suggested for September. 
Problems using tables; measurements; money; pts., qts., gals., 
time. Teacher, herself, following Number OutHne can plan 
seat work for other months. 

69 



Various Forms of Number Seat Work. 
Second and Third Grades. 

Children copy problems from book, board or cards and solve. 
(Several sets of Primary Arithmetics furnish most helpful seat 
work. Pass during seat work period, collect when through. A 
good supply of cards made from time to time having on prob- 
lems of different forms are most helpful.) 2 Children copy from 
charts and write answers. (Addition chart, counting chart etc., 
kept up in room forms endless devices for seat work.) Write 
same from memory. 3 Lay tables with pegs or com, write both 
ways; write division tables. 4 Write all hard combinations, place 
answers; write all easy. Make every numerator one ten greater, 
two tens greater etc., and write ansv/ers. Make both numerator 
and denominator so many tens greater. 5 Count by any number 
and write figures as you count. 6 Begin with a certain number 
and add an equal number each time. 7 Write on board a number 
like 30 and list of numbers to be added and taken away. Chil- 
dren write results. 8 Write all combinations within certain num- 
bers. 9 Lay bundles of tooth picks in tens and units, write num- 
ber; looking at board lay picks like numbers. 10 Children look at 
mounted squares, oblongs etc., and write size. Primary arith- 
metics are so full of good seat work in number of various forms 
that just some suggestions for problem will be added. 11 Cut 
paper in strips, cut one strip in halves, one fourths, one eights; 
mount these showing fractions. Make and solve problems. 
Same can be done with squares, oblongs, circles. 12 Cut forms 
with measure; without measure. 13 Picture conditions, in prob- 
lems, as — "Mary's lily has two blossoms, Ruth's has three 
times as many; draw both plants. " 14 Write tables of measures; 
make problems and solve. 15 Look at drill circle, make problems 
and solve. 36 Write tables and then make problems, as — "If one 
stamp costs two cents; what will five stamps cost?" Write 
addition tables from charts and make problems. 17 Make problems 
use toy money; solve problems. 18 Cut forms or strips into frac- 
tional parts; make problems. 19 Teacher place type problems on 
board; children change figures in example and work. 20 Children 
bring in store prices of things in own country store, teacher 
write on board; children copy in composition book; children make 
and write problems for other children to solve; make, write, and 
solve themselves. These problems may be made about any one 
article or about several. One day addition problems could be 
made, another subtraction etc., and one day problems taking in 
all fundamental operations. 21 Children collect advertisement 
sheets from newspapers; make problems for others to solve; 
make problems and solve. 22 Draw clock face; make and solve 
problems. 23 Make different rulers (paper) of different lengths; 
write what part each is of foot, as — "This one is | of a foot 
etc." Make problems about inches and feet. 24 Make problems 
about days of week; hours of day etc. 

70 



Various Forms of Seat Work. 
First Grade. 

1 Children outline forms with any small objects, as— seeds, pegs etc. 
Forms are on cards or long strips of card board. Forms of 
squares, triangles, animals, birds, "Sunbonnet Babies," etc.; 
children draw forms. 2 Lay line of so many pegs, then line twice 
as long, etc. 3 Lay squares and rectangles of different sizes; 
divide into different fractional parts. 4 Make number pictures 
with lentils, enclose each with sticks. 5 Match figures with num- 
ber picture; match picture with figures. 6 Lay calendars for 
each month with number builders. 7 Have rulers with lengths 
marked (Latshaw rulers,) children cut paper one inch length, 
two inch, three inch, etc. 8 Cut writing paper on lines; cut strips 
and cut in half. Cut one whole length; paste it. Cut next in 
halves; paste under whole. Cut next in fourths; past under 
halves. Cut next in eights; paste under fourths. Same as done 
with strips can be done with squares, circles, triangles, etc. 
9 Measure sheet of paper in one inch squares, place inside figures, 
letters, words, then cut. 10 Lay off building with splints; lay 
garden using pegs for trees, etc. 11 Lay words of speUing lesson 
from board; lay Mst of words— names of birds and trees. 12 From 
slips of paper, lay sentences with blanks, fill blanks; copy sen- 
tences, fill blanks. 13 Cut up old copy-books, use copies as seat 
work. 14 Keep name (child's) in desk, written large on tag board 
sheet. Child copy for seat work. 15 Match script and print words. 
16 Lay letter form.s on tag board, cover outlines with lentils or 
corn; lay on desk and copy. 17 Columns cut from newspapers, 
children draw rings around words known; words with capital 
letters; beginning with certain letters; ending with certain 
letters, etc. 18 Words cut from old books or papers mounted on 
tag board, assort into all words similiar; words beginning with 
certain letters; ending with certain letter, etc. 19 Fold and cut 
paper on straight lines. 20 Fold from memory any form having 
been made. 21 Fold and cut strips of paper into different frac- 
tional parts. 22 String seeds and berries; string in 2's, 3's, 4's, 
etc. String two and one, three and one. 23 Model any of things 
having been studied. 24 Envelopes full of paper forms of different 
colors;— AiTange those of one color, one form, one size. Ar- 
range colors of rainbow with any form. 25 Have on strips of tag 
board the spectrum colors, child match yarns and twines. 26 Have 
mounted action pictures for children to trace and copy. 27 Lay 
(pegs, corn, etc.,) furniture for doll's bed room, dining room, 
parlor, flower and vegetable garden; fruit orchard. 28 Lay designs 
and then copy on paper. 29 Lay a square and show a circle inside. 
Lay a circle and show a square inside. 30 Have children collect 
and keep pictures from house furnishing books and catalogs and 
fashion books. Mount on large sheets of tag board to form 

71 



rooms, or collect all things for parlor in one box, for dining room 
in another, for bed rooms in another, etc. Paste pieces of tag 
board to make things stand. Arrange one room at a time on desk 
according to individual taste. Divide card board boxes into 
rooms, children furnish one room at time. One room furnished 
a day. Piano catalog for piano. Wall paper samples helpful. 
Furniture catalog helpful. Construct any piece of furniture; 
make mats, design paper and carpet, fold picture frame, etc. 
Lay names of all pieces of furniture; copy names from board. 
Write names of rooms; things found in each. Make flower and 
vegetable garden around house. Lay names of all fruits, 
flowers, vegetables and animals (of home;) copy names from 
board; lay sentences about any. 31 Keep alphabet on cardboard 
where all can see. 32 Show children how to make one border, let 
them make and design others. 33 Let them block papers for wall 
paper, carpet, etc. 34 Tie knots certain distances apart; tie-dif- 
ferent kinds of knots. 35 Collect burrs, form houses, baskets, etc. 

Various Forms of Seat Work. 
Third Grade. 

1 Make a picture of each month and bind in booklet form, as — May- 
gathering flowers; April — rain etc. 2 Make picture of each day 
of week and bind in booklet form, as— Monday— washing, etc. 
3 Make spelHng book for each month, as -November— pumpkin; 
December -stocking, etc. 4 Diflferent books made:— SpelHng 
book for year; one for each month. Make and keep fraction 
book (work with fractions.) Keep composition book for Arith- 
metic. Keep composition book for Language. Make monthly 
booklets (outgrowth of thought of month.) Booklets of famous 
men and birthdays. Booklets of pictures and artists. Book- 
lets of pressed flowers. These are simply suggestive. 5 Make 
list of words having common element, as — ake, bake, cake, 
take, fake, sake, etc. Mark a in each word of list. 6 Make tell- 
ing and asking sentences using these words. (This afi'ords good 
drill and review of all families of words taught in First and 
Second Grades and will give endless profitable seat occupation 
in word building.) 7 Make all lists you can think of belonging to 
long a family. Mark a in each word. Do same with long e, i, 
o, u, as with long a family. 8 Make all lists you can think of be- 
longing to short a family. Mark a in each word. Do same with 
short e, i, 6, u, as with short a family. 9 Look through reading 
lesson and break words into sounds and sound groups, as — s-ing- 
ing. 10 Write all name words found; action v/ords; describing 
words. Make sentences using words. 11 Write all phrases in 
lesson beginning with "to;" "in;" "on," etc. 12 Write words in 
lesson which tell how anything is done; words similar; make 
other sentences using these words. 13 Copy phrases of lesson from 

72 



board; make similar. 14 Look through book, find "an," copy as 
often as found with word coming after. 15 Look through book 
find all members of ake, and, eat, et, ite, it, out, ot, ute, up 
families and write. 16 Look through book, write all words belong- 
ing to long a family. Do same with long e, i, o, u and also 
short a, e, i, 6, u. 17 Find name words in book, write in one 
column those meaning one; in another those meaning more than 
one. 18 Write all words beginning with any certain letter; ending 
with any certain letter; beginning with any combination of 
letters, as — bl, cr, etc.; ending with any combination, as — "ing, " 
"ed, " etc. 19 Write words beginning with g (hard;) C (sound k;) 
g (soft;) C (sound of s.) 20 Write names of five things heavy; 
two things brown; three things large; two things sweet. Make 
sentences for each. 21 Write names of ten things made of iron. 
22 Write all words beginnig with capitals, tell why. 23 Write sub- 
jects of all lessons in book ; give other names. 24 Write name of 
lesson you like best and tell why. 25 Children put together, cut 
maps like map on board. 26 Make clock face and write problems. 
Draw a kite and tell how you would make one. 27 Draw an orange 
and tell all you know about it. 28 Short poems written on tag 
board, passed and children illustrate. 29 Copy hardest words in 
lesson. 30 Write ten questions to be answered by class. 31 Copy 
model letters; address envelope. 32 Draw picture of something in 
school room, write its name; tell of what it is made; how it is 
used. 33 Write names of games played in summer; in winter. 
34 Write names of things eaten in summer; in winter. 35 Copy all 
sentences in lessons followed by question mark; in book. 36 Copy 
all sentences having exclamation mark. 37 Copy quotations from 
book using marks. 38 Copy sentences where names of persons are 
set off by commas. 39 What are these things good for — tell in a 
sentence. 

an apple a hat 

a broom a basket 

a rug a plow 

a coat a hammer 

a rake a shoe. 

40 Where have you seen these things — write in sentences — 

a plow the moon 

a forge an engine 

a desk a wagon 

a fish a clock. 

41 Tell in writing: — What a cai-penter does; a farmer, a doctor, 
a sailor. 42 Copy all words which rhyme in lesson; copy other 
words rhyming with these. 43 Copy four rhyming words and make 
original verse. 44 Pass cards having on rhyming words, each 
child make original verse from his words. 45 Use these words in 
sentences.- — strong, stronger; soft, softer; hard, harder; heavy, 

73 



heavier; good, better; fine, finer; sweet, sweeter; bright, 
brighter. 46 Write words having two vowels coming together. 

47 To words like at, pin, cut, hop, cub, etc. , add final e and mark. 

48 Write names of children in school; names of all places known. 

49 Teacher place name of month on board ; children write quotation. 

50 Quotations given on slips, childrenwrite name of season. 51 Given 
slips with part of quotation, children finish and write. 52 Write 
names of winter poems, summer, spring, autumn. 53 Write names 
of seasons, under each put — games played; clothing worn; 
change in weather, birds, animals, trees. 54 Put up pictures of 
common birds; children write names; one thing about each; how 
build nest, how care for young, value of birds. Same can be 
done with pictures of animals and trees. 55 Imagine yourself a 
blacksmith, write all things you would do. Write sentences 
telling all things a blacksmith does, a baker, a sailor, etc. 56 Name 
all things in room, place names under one of three kingdoms — 
animal, vegetable or mineral; write all you can think of belong- 
ing to each. 57 Block papers and make original designs. Make 
original book covers. 58 Make baskets and rugs of raffia. 59 Pic- 
tures of people of other coun tries passed, children write names ; write 
one thing about each. 60 Write names of grains of your county, 
fruits, vegetables, trees, birds, flowers, industries, bodies of 
water, mountains, points of interest. 61 Write names of things 
seen on way to school, of things on breakfast table ( place under 
kingdoms.) Name and write different kinds of fences seen, 
gates, bridges, wagons. 62 Have samples of material on card 
board, children tell in sentences name of each and where it 
comes from. 63 Samples of grains and minerals can be used in 
same way. 64 Show picture, write quotation about picture, as — 
"The Rainbow" by Millet and quotation— "Tis the heaven of 
flowers you see there," etc., by Longfellow. 65 Give names to 
pictures by one artist; names to picture by different artists. 
66 Write names of colors of rainbow; write names of things same 
color. 67 Write names of colors in flag and what each stands for; 
draw flag, write quotation. 68 Name and write names of different 
seeds, tell how they travel. 69 Write names of all things round. 
70 Description of animals on slips, children copy description and 
write name of a picture, of things in room, line of poem, quo- 
tation from story. Teacher give name and have children write 
description. 71 Make words from a given words, as— Maryland — 
Mary, land, and etc. 72 Make books for keeping Perry pictures. 
73 Make spelling book of eight sheets of school writing paper, 
fasten at top, make any design on cover. Write in book: — 
names of birds, flowers, vegetables, fruits, animals. Place on 
board words to which ed, ly or ing may be added; children copy 
and add. Make list of words whose letters are not sounded, 
list of words containing certain letters. Place phonograms on 
board and write words under each; place on board and have 

74 



children write ten words containing. 74 Have collection of things 
like coal, cotton, linen, apple, etc. Children write name of each 
at head of column and then from board write all words describ- 
ing. Child makes selection of words, as — 
Coal Cotton 

hard soft 

smooth white 

black, etc. warm, etc. 

Make sentences using these and then make sentences similiar 
to — "Coal is harder than Cotton." Cut samples of wall paper 
into designs, design these. Books collected and placed on shelf 
for children to read. Any of these forms can be adapted for 
use in Second Grade. 

Note:— The suggestions for seat work given in the outline corre- 
late with the work suggested in the Number, Language and Read- 
ing Outlines used in Frederick County, Maryland. 

Many of the same suggestions will be helpful, however, where 
these Outlines are not used. 

The forms of expression of the material of this outline is not 
the form given directly to children; it is intended for the teacher, 
she in turn adapting to understanding of her pupils. 

The country school teacher with her limited equipment of sup- 
plies has been kept constantly in mind. 

The forms of seat work given are those of the "every-day sort" 
workable in the most shut-away country school. 

Trusting that this little book will be of some help to our teachers 
in the every-day work of the school room. Faithfully, 

NAN L. MILDREN. 



75 



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DEC ! y , ;i03 



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